Keyword: «subjectivity»

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.

In the context of the digital transformation of education, updating of standards and increasing demand for the dignity, participation and subjectivity of students, it is necessary to clarify the humanistic paradigm as the basis for designing content, educational activities and assessment. The aim of the study is to theoretically substantiate the value-anthropological, psychological-pedagogical, didactic and evaluative foundations of the humanistic paradigm of general pedagogy and to present a conceptual integrative multi-level model of its operationalization in school practice. The model unfolds in the form of: 1) a system of levels (philosophical-anthropological, psychological-pedagogical, didactic, evaluative, organizational and managerial); 2) principles of lesson and educational environment design; 3) a matrix of formative assessment. 4) a system of humanistic indicators applicable to the assessment of a lesson and the school environment. Methodology: axiological, student-centered, cultural-historical, systemic, and activity-based approaches; methods: conceptual and comparative-historical analysis, categorical modeling, and typology of solutions. Results: 1) the definitions of categories have been clarified—subjectivity, agency, care, participation, and well-being of students—correlated with the objectives of education; 2) a model with the following levels has been proposed: philosophical-anthropological, psychological-pedagogical, didactic, evaluative, and organizational-managerial, as well as principles for designing a lesson and environment—meaning focus, dialogicity, autonomy, reflexivity, and care. 3) a formative assessment matrix is presented, combining joint goal setting, criteria, progress indicators, and detailed feedback, as well as a system of humanistic indicators: participation, the share of open-ended tasks, the quality of reflection, the choice of activity methods and the presentation of results, support for autonomy and care; 4) criteria for the humanization of digital practices are defined – semantic prioritization, expanded choice and responsibility, dialogicity, and an ethic of care – and a roadmap for implementation at the lesson, school, and teacher training levels with mechanisms for preventing technocratic drift: joint criteria "in the language of the student," voice recording, distributed leadership, and the priority of strategic feedback over grades. Significance: theoretical – clarification of the conceptual apparatus and the logic of the transition from values to didactic forms and assessment; practical – application of the proposed tools in the design of programs, dialogue lessons, assessment tools, and local regulations.