Типология педагогического взаимодействия субъектов образовательного процесса в вузе: полисубъектный подход

Abstract

The aim of the study is to build a typology of pedagogical interaction between teachers and students at university, to identify the characteristics of the interaction types that are of polysubject nature. The professional training of a future specialist at university is considered by the authors in the context of pedagogical interaction between education subjects based on a polysubject approach. The typology of pedagogical interaction between the subjects of the educational process at university is built using a three-dimensional spatial model that includes a system of basic relations between interaction subjects (attitude to themselves, to others and to joint activities), which can be represented as axes of a certain coordinate system: “individualism – collectivism”, “egoism – altruism”, “reactivity – proactivity”. This constitutes the scientific novelty of the study. As a result, it has been determined that within the framework of this model, the space of pedagogical interaction exists within roughly divided subspaces, i.e. its types: self-affirmation, leadership, use, rivalry, agreement, dialogue/polylogue, mentorship/guardianship, cooperation/partnership. The types of interaction that are polysubject are dialogue/polylogue, cooperation/partnership. Polysubject interaction is based on the humanistic idea of co-existence, co-operation and co-creativity of students and teachers. The training of a future specialist at university is considered as a dialogical, polyphonic process focused on self-development, self-accomplishment, self-realisation and self-actualisation of education subjects in polysubject interaction, as a process of co-development of a teacher and a student.