Keyword: «subjectivity»

The article deals with the problem of the continuity of preschool education and primary general education, reveals the forms of interaction between the activities of children from preschool educational institutions and secondary schools through cross-cutting practices.

The article is devoted to the consideration of the problems of development and improvement of the level of development of the communicative competence of future educators. The importance of the subjective and dialogical interaction of the participants in the pedagogical process is emphasized. Modeling of communicative situations is considered as the leading method of forming the communicative competence of a teacher-educator.

The article describes the concept of «facilitative competence», discusses the relevance of using the facilitation approach in a military aviation university in the activities of teachers – mentors in the context of the development of professionally significant qualities of cadets, describes an experiment with determining the relationship between the level of pedagogical facilitation and the rating assessment of military professional activity of cadets.

The article analyzes various interpretations of the concept of a person’s position and subjectness. It examines the legal acts that determine the need for the formation of a subject position among students of pedagogical universities as well as the conditions for the successful formation of a student’s subject position at the stage of vocational education.

The relevance of the research is determined by the need of modern digital education in new learning formats. Among them, hybrid learning is of key importance, especially in the context of digitalization and stress situations (post-pandemic period, quarantine). The aim of the study is to theoretically substantiate the essence of hybrid learning and the possibilities of transforming B. Bloom's taxonomy into it. The authors present a complex of concepts of hybrid learning, including its structure and content. The article clearly articulates the position that hybrid and blended learning are not synonymous, despite their outward similarity, emphasizing the semantic differences between the two formats of educational interaction. The work proposes methods for hybrid interaction of all participants in the educational process as subjects of educational activity. The authors suggest using Bloom's taxonomy as the leading mechanism in this process. The idea that Bloom's taxonomy represents a model for classifying different levels of cognitive skills, ranging from simple receptive processes to more complex creative functions, is underlined in the work. Various modifications of the taxonomy adapted to the digital educational environment are increasingly employed in contemporary education. The convergence of traditional teaching methods with innovative digital technologies is observed in the modern educational space. This article specifically examines the application of Bloom's taxonomy in hybrid student learning, including divergent thinking (finding multiple answers to one question). It analyzes the various levels of the taxonomy that can be integrated into hybrid learning to enhance the effectiveness of the educational process. The authors have adapted the taxonomy of educational goals to design the process of developing students' cognitive skills while teaching historical disciplines. The results obtained enrich Bloom's concept of forming different levels of cognitive skills and abilities in the context of hybrid and blended learning (knowledge, understanding, application, analysis, synthesis, evaluation). Our research is important for understanding how modified models of Bloom's taxonomy can be effectively used in the process of hybrid interaction to stimulate higher levels of cognitive activity and create conditions for the development of student subjectivity. We believe that the results of our work will be beneficial for educators and researchers seeking to improve the educational process through adaptive integration of Bloom's taxonomy into hybrid learning.