Future primary school teachers can feel their subjectivity and dive into the culture of learning activity as a basis for developing the main features of learning and professional subjectivity starting from the first classes in higher pedagogical educational institutions. The paper aims to scientifically and theoretically justify and experimentally verify some pedagogical conditions and methodologies for developing professional subjectivity in future primary school teachers, taking into account a neuropedagogical approach. Also, it substantiates the main pedagogical condition, that is, professional training should imply mastering the psychological structure of pedagogical activity in primary school and cultivating creative personality as the subject of this activity. It requires full compliance with certain pedagogical conditions. The latter should comply with neurophysiological characteristics of the participants in the educational process. The paper proves the effectiveness of these pedagogical conditions based on the questionnaire aimed at determining the effectiveness criteria for professional self-determination in higher education institutions, the diagnostic-related professional readiness methodology, the motivation towards higher education study methodology, the diagnostic of the structure of work motives methodology. The paper experimentally proves that their educational subjectivity is a manifestation of one's capacity for subjective self-transformation in the learning activity, and pedagogical subjectivity represents the final stage of professional training and completion of pedagogical education, which acts as both synthesis and transformation of many invariant and variant subjective personality traits of students in the professionally important quality of the teacher, among which professional subjectivity is an integral one. EG respondents have shown better results in terms of levels of subjective qualities than CG respondents.
The article presents the results of a theoretical and empirical study of "professional burnout" syndrome. A particularly striking affect of stress is manifested in pedagogical activity, because the profession is overloaded with such stressors as: responsibility, active interpersonal interaction, increased emotional tension, a lack of social assessment, a monotonous daily routine, frustration, etc. One of the most serious affects of long-term occupational stress is the phenomena of occupational burnout syndrome. Being an educator is one of those types of professions, which requires constant one-to-one interactions with people in which the syndrome of "burnout" is the most common. Therefore, it is very important to study the peculiarities of its emergence, development and course in pedagogical activity. Our study was based on the models of "professional burnout" syndrome of such scientists as K. Maslach, S. Jackson., V. Boyko. Scientists view the syndrome of "professional burnout" as a threecomponent system that includes emotional exhaustion, depersonalization, and reduction of one's own personal achievements.The use of these models in the empirical study has allowed deep and comprehensive study of the symptoms of "professional burnout" in teachers. It was especially interesting for us to find out whether there is a correlation between the components of the "professional burnout" syndrome and the motives, the relationships in the team, and the satisfaction with the field of ones activity. Our study aimed to determine the degree of the development and features of burnout syndrome in teachers.
The article analyzes the multimodality of approaches to the concept of subjectivity of a primary school teacher in Ukrainian education. The purpose of the article is how to determine the well-established traditional (mostly destructive) and promising directions for the development of the doctrine of subjectivity in the Ukrainian psychological and pedagogical discourse against the background of historical and current experience. We identified a number of contradictions in the qualification of this phenomenon, the stability of traditional approaches and the avoidance of interdisciplinary neurophysiological and pedagogical understanding of the problem in Ukraine. We also found out that the ideas of Ukrainian scientists are of an expressive dual nature: they are divided into sociocentric representations of the subject as an indicator of the social level and nature-centered (subjectivity as an innate permanent resource for self-development). We also made some comments on the use of traditional and innovative ideas of subjectivity in the educational process. The greatest drawback of the Ukrainian scientific discourse is the lack of consideration of neurophysiological patterns in the understanding of subjectivity. Nevertheless, the maximum use of such ideas outlines the prospects for a new stage in the development of psychological and pedagogical science in Ukraine. The international contribution of the article lies in the re-inventory of views on the subjectivity of the post-totalitarian state against the background of world trends. This will allow countries that have little experience in transforming education, psychology and sociology (Ukraine, Russia, Belarus, Kazakhstan, etc.) not to formally adopt the experience of Western democracies, but also to acquire constructive traditions in their own discourse.
The article highlights modern understanding of subjectivity in primary school teachers and pupils in the theoretical and methodological discourse of the post-Soviet space. It proves that school education functions and develops, on the one hand, according to its traditional laws and regularities, and on the other hand, it represents the pedagogical system, in the centre of which there are people, namely, teachers and pupils. The article refutes an assumption that the personality of the teacher is at the centre of the educational system, and their professional self-realization as a subject of pedagogical activity is aimed at their social, intellectual and activity development. It’s proved that the synergy of self-motivation and subjectivity development is inseparable from the development of a similar mental phenomenon in pupils and is the main content characteristic of teacher’s activity. The essential feature by which the teacher distinguishes and affirms themselves in the space of individual, professional and historical being is their professional subjectivity, that is, self-determination and self-regulation of themselves as a subject of behavior, not only within the framework of pedagogical communication and interaction. The article summarizes innovative ideas about the tasks, roles, indicators of readiness of future teachers, which synergistically develop both their and pupils’ subjectivity. Also, it outlines the prospects for further research, which lie in the theoretical and methodological development of new educational conditions for initiating the subjectivity of the actors in the educational process.
The paper highlights the effective psychological and pedagogical directions of persons who are in places of imprisonment. The problem of returning to a normal lifestyle today is very topical, the social maladjustment of former convicts, unwillingness to leave the former antisocial environment, insufficient or no education in general, irrational motivational sphere, low level of self-esteem and concentration on the main criteria of psychological and social health, become obstacles to re-socialization for those who are in the imprisonment places. In order to develop psychological and pedagogical support of social adjustment for people who are or are going to leave the prison, the diagnosis of psychological characteristics is relevant, which will be the key elements to the effectiveness of the applied directions that are as follows: focus on changing the social environment; socio-psychological therapy; professional orientation during the educational process. The following methods were used for scientific research as analysis of scientific literature, theoretical research methods, which study scientific and methodological literature on the problem of individual social adjustment for those who leave the prison; empirical research methods based on psychological and pedagogical observation of cognitive, labor-intensive activities and the use of professionals working at the same time, psychologists and teachers during the re-socialization of imprisoned. The research shows two stages of a pilot study, during which there was implied the diagnosis of intellectual, educational motivation, nonverbal creativity, equal self-esteem and changes in concentration of imprisoned.
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