PROFESSIONAL SUBJECTIVITY OF FUTURE TEACHERS: DIAGNOSTICS OF DYNAMICS AND PEDAGOGICAL CONDITIONS OF FORMATION

Shvareva L. V., Aleshina E. Yu.

The article examines professional subjectivity as a stable individual characteristic with an internal structure, manifested in human activity. The theoretical basis of the study was the theory of subjectivity, which contributes to revealing the essence of human existence, defined by the conscious transformation of professional activity and oneself within it. The purpose of the article is to study the aspects of the formation of professional subjectivity of future teachers in higher education and to develop on this basis principles and practical recommendations for optimizing this process. The object of the study is the process of forming professional subjectivity in future educators within a university environment. The hypothesis is that the level of professional subjectivity development among future educators increases within the university’s educational environment. Methods and Materials: The study presents empirical self-assessment data on the levels of subjectivity development among students during their first to fourth years of study (120 female students specializing in Pedagogical Education). V.I. Panov’s questionnaire for assessing the development stages of subjectivity was used; it is a self-report by the subjects that allowed for determining the levels of subjectivity development among learners across six stages: Observer, Apprentice, Student, Master, Expert, Creator. The results showed that during the university study period, there is weak dynamics in the levels of subjectivity development among learners, which indicates a lack of pedagogical conditions in the educational environment and an absence of additional opportunities for fulfilling professional development needs. Conclusions: It is shown that outside of specially organized pedagogical conditions, there is no increase in the level of professional subjectivity development among future educators. In this regard, the authors have developed principles and practical recommendations for forming professional subjectivity within the context of training future educators.

Keywords:teacher training, theory of subjectivity, professional subjectivity, professional, students