Keyword: «professional subjectivity»

Modern additional professional education sets the task of continuous education for teachers of general education organizations for the systematic updating of their professional competences and the development of teachers’ professional subjectivity. The professional subjectivity of a teacher is subjectivity that is realized in the professional field and allows the teacher to find solutions to professional contradictions, engage in professional self-development, and “remove” professional deficits in teaching and self-education. For the development of teacher’s professional subjectivity, appropriate conditions are necessary, one of which is the development and implementation of the concept for the development of teacher’s professional subjectivity in the system of additional professional education. The purpose of this article is to review and analyze the works of modern researchers who analyze the essence of subjectivity, professional subjectivity, its specifics, general characteristics, as well as presenting the basic grounds for the development of teacher’s professional subjectivity. The article resulted in the main provisions of the concept of teachers’ professional subjectivity development in the system of additional professional education. These are the following: 1- the development of any concept is determined by its relevance, social reasons, public demand; 2 – the concept of developing the professional subjectivity of a teacher in the system of additional professional education is based on the study of subjectivity phenomenon; 3 – the presented concept of the development of teachers’ professional subjectivity in the system of additional professional education is a system of theoretical-methodological and methodological-technological knowledge about the development of a teachers’ professional subjectivity, which contributes to more complete professional self-realization of the teacher. The theoretical significance of the study lies in the analysis of modern works of domestic and foreign scientists on issues of subjectivity, professional subjectivity. The practical significance of the study is in the development of the main provisions of the concept of developing the professional subjectivity of a teacher in the system of additional professional education, which can be applied in the process of upgrading teacher training.

New standards of professional activity for teachers of various specialties establish a demand for teachers of the general education level to master a system of modern professional knowledge, skills, abilities, and competences. This system is innovative; however, not all elements of this system (professional competences, professional knowledge, etc.) are fully formed in teaching staff. The activities of educational organizations of the additional professional education system are aimed at their formation through the development of additional professional programs for advanced training, diagnostics of professional teachers’ deficiencies, organization of appropriate training, implementation of individualization of teacher education, etc. It is important to include a teacher in training, in which he/she is the subject of his/her educational activity, relying on his/her own professional subjectivity. The aim of this article is to present the specifics of the professional subjectivity of a teacher through the description of its main functions: motivation, organization, reflection. The basic foundations in our study were: evaluation of scientific sources on this issue and identification, description of the functions of the professional subjectivity of a teacher. The article resulted in the identified and described functions of the professional subjectivity of a teacher. The motivation function involves initiating activity, self-motivation for educational activities in an educational organization of additional professional education. The function of organizing the educational activities of a teacher in an educational organization of additional professional education is realized in a situation where a teacher independently develops his/her own educational activities and controls them. The reflection function is ensured by performing the procedure of comparing the set goal and the obtained result of the educational activities of a teacher in an educational organization of additional professional education. The theoretical significance of the study lies in identifying and defining the specifics of the professional subjectivity of a teacher. The practical significance of the article lies in creating characteristics of the main functions of the professional subjectivity of a teacher.