Conditions for the Development of Teachers’ Professional Subjectivity

Aim. To describe several conditions that contribute to teacher’s development of professional subjectivity in advanced training courses. The relevance of the article is determined by the state’s request to improve the quality of professional activity of a teacher, which is reflected in the state professional standard named “Teacher.” Such advanced training is based on the need to consider the requirements of professional standards for teaching staff for professional activity, considering changes in learning conditions, updating its content. The development of professional subjectivity is an important process that allows a teacher to improve professional activity through managing their own educational activities in the advanced training system.

Methodology. Anthropological, andragogical, subjective approaches serve as the methodological base of the study. Analysis of literary sources, method of examining significant studies on selected issues, method of determining a segment of own research in the problem space of the topic, the observation method are also used in the study.

Results. The main results of the study were the identified pedagogical conditions, generalized characteristics of pedagogical conditions that contribute to the development of professional subjectivity of a teacher.

Research implications. The theoretical significance of the study consists in revealing the conditions for the development of the professional subjectivity of the teacher such as the adoption by the teacher of the positions of professional standards in pedagogical practice, organization of advanced training courses on modern pedagogical problems, transfer of professional teaching values in the content of training. The practical significance lies in the development and use of research materials in postgraduate education.

Conclusions. In the current studies of the professional subjectivity of the teacher the need to identify the conditions for its development is indicated. Within the framework of the article, we proposed several conditions considering the requirements of modern professional standards in postgraduate education, organization of postgraduate training of teachers based on anthropological, andragogical, subjective approaches, affirmation in the content of training of the professional values of the teacher as professional pedagogical guidelines. Compliance with these conditions in postgraduate training made it possible to talk about the positive dynamics of the development of teachers’ professional subjectivity.

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