Keyword: «professional agency»

Government education policy determines the development vectors for primary, basic, and secondary general education, defines a range of new pedagogical competences and functions, and necessitates teacher training in continuing professional education institutions. Acquiring new pedagogical competences and functions by teachers largely depends on their professional subjectivity —a personal characteristic that facilitates the organization and management of their professional agency and their educational activities during professional development. Studying teachers’ professional subjectivity in continuing professional education requires identifying and examining its key characteristics, revealing the teachers’ attitudes toward their future educational activities, their understanding of the importance and necessity of continuous professional development, their appreciation of the close connection between professional development and improving the quality of professional agency, etc. The aim of this article is to present the characteristics of the professional subjectivity of a teacher implementing educational activities in an educational institution of the continuing professional education system in order to compensate for the deficiencies of professional agency. The basic approaches in our research were the review of literary sources on the selected problem and the analytical definition of the main properties of professional subjectivity. The result of the article is the presentation of the main characteristics of the professional subjectivity of a teacher implementing educational activities in an institution of the continuing professional education system: 1 – the teacher's understanding of himself/herself as the initiator of the study in an educational institution of the continuing professional education system; 2 – the teacher's understanding of himself/herself as an active participant in the educational activity of an institution of the continuing professional education system; 3 – the teacher's understanding of himself/herself as a regulator of his/her own studies in an educational institution of the continuing professional education system. The theoretical significance of this article lies in its examination of significant works by Russian, British, and American scholars on the study of the characteristics of teacher subjectivity and professional agency in continuing education (advanced training) in the system of continuing professional education. Its practical significance lies in identification of the specific characteristics of teacher professional agency as manifested in the educational activities of continuing professional education and in description of these characteristics.