Developing Professional Subjectivity in Future Primary School Teachers in the Context of a Neuropedagogical Approach

Yulya Zhurat,Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine ,Larisa Chumak, ,Mariia Soter,Iryna Melnyk,Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine ,Larysa Lipshyts,Kherson State Maritime Academy, Kherson, Ukraine ,Halyna Tarasenko,Oksana Valchuk-Orkusha

doi:10.18662/brain/11.2sup1/95

Yulya Zhurat, Yuriy Fedkovych Chernivtsi National University, Chernivtsi, Ukraine + Show 9 more

Open Access

https://doi.org/10.18662/brain/11.2sup1/95

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Abstract

Future primary school teachers can feel their subjectivity and dive into the culture of learning activity as a basis for developing the main features of learning and professional subjectivity starting from the first classes in higher pedagogical educational institutions. The paper aims to scientifically and theoretically justify and experimentally verify some pedagogical conditions and methodologies for developing professional subjectivity in future primary school teachers, taking into account a neuropedagogical approach. Also, it substantiates the main pedagogical condition, that is, professional training should imply mastering the psychological structure of pedagogical activity in primary school and cultivating creative personality as the subject of this activity. It requires full compliance with certain pedagogical conditions. The latter should comply with neurophysiological characteristics of the participants in the educational process. The paper proves the effectiveness of these pedagogical conditions based on the questionnaire aimed at determining the effectiveness criteria for professional self-determination in higher education institutions, the diagnostic-related professional readiness methodology, the motivation towards higher education study methodology, the diagnostic of the structure of work motives methodology. The paper experimentally proves that their educational subjectivity is a manifestation of one’s capacity for subjective self-transformation in the learning activity, and pedagogical subjectivity represents the final stage of professional training and completion of pedagogical education, which acts as both synthesis and transformation of many invariant and variant subjective personality traits of students in the professionally important quality of the teacher, among which professional subjectivity is an integral one. EG respondents have shown better results in terms of levels of subjective qualities than CG respondents.

Highlights

One of the leading goals of pedagogical education is to develop students as the subjects of learning and future pedagogical activity
It requires the following: to develop their motivational sphere of professional self-determination within pedagogical education; to enhance the system of professional selection of applicants for pedagogical degrees; to develop their professional orientations towards pedagogical activity in the system of primary education; to update the content and improve methodologies of their professional training following the requirements of the humanistic philosophy of education, subject, activityoriented and competency-based approaches, as well as primary school teachers’ vocation; to focus their psycho-pedagogical training on developing professional subjectivity and other professionally important qualities; to prepare future primary school teachers for the subject-subject pedagogical interaction in the educational environment of primary school
These conditions ensure the sequence of developing subjectivity in future primary school teachers: first, the subject of learning activity, which results in educational subjectivity and, second, professional subjectivity as the subject of pedagogical activity in primary school

Summary

Introduction

One of the leading goals of pedagogical education is to develop students as the subjects of learning and future pedagogical activity. An analysis of scientific sources on the problems of psychology and pedagogy of higher education and relevant research findings show that university teachers and students are still perceived as both the subjects and objects of the educational process in higher pedagogical educational institutions. This situation is unacceptable concerning future primary school teachers, who need to feel their subjectivity and dive into the culture of learning activity as a basis for developing the main features of learning and professional subjectivity starting from the first classes in higher pedagogical educational institutions. As evidenced by the achievements of neuropsychology, the acquisition of subjectivity lies in the fact that a person is understood as a neuropsychological subject who has the potential to act, develop himself or herself and incorporate socio-cultural experience in natural data, namely, become a product of natural and social progress (Glozman, 2012, p. 31)

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