PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF PROFESSIONAL SUBJECTIVITY IN FUTURE TEACHERS

Abstract

The article examines the pedagogical phenomenon of professional subjectivity of future teachers, which is an important condition for the formation of competitive specialists in the modern educational environment. The relevance of the problem is due to the intensive processes of modernisation, digitalisation and informatisation of education, which increase the requirements for the professional competence of teachers and require the ability for continuous professional development, innovative activity and responsibility for the results of the educational process. The psychological and pedagogical aspects of professional subjectivity are analysed, and its structural components, criteria and indicators are identified, in particular personal, professional-activity and prognostic ones. Based on the study of scientific sources by Ukrainian and foreign authors (O. Meshko, O. Kobets, Yu. Kuzmenko, O. Kapinus, etc.), the content of professional subjectivity as an integrative quality of personality, manifested in self-determination, self-regulation, creative activity and reflection in pedagogical activity, is revealed. A pedagogical experiment was conducted with the participation of 62 students majoring in 013 Primary Education at the Mykhailo Kotsyubinsky Vinnytsia State Pedagogical University, which made it possible to determine the effectiveness of the implementation of psychological and pedagogical conditions that contribute to the formation of professional subjectivity: the use of reflection and motivation methods, the introduction of productive pedagogical technologies and active teaching methods, the use of practice-oriented tasks, and the formation of responsibility for the results of one's own activities. The results of the experiment confirmed a statistically significant increase in the level of professional subjectivity among the participants in the experimental group, which indicates the effectiveness of the proposed set of psychological and pedagogical conditions. The article is of practical importance for improving the professional training of future primary school teachers and developing their active, independent and responsible professional position.