FORMATION OF THE PROFESSIONAL AND SUBJECT POSITIONS OF THE FUTURE PRIMARY SCHOOL TEACHER AS A SCIENTIFIC PROBLEM

Abstract

The purpose of the article is to reveal the aspects of the formation of the vocational and subjective position of the future teacher of primary school as an actual scientific problem. The significance of the formation of the vocational and subjective position of the future teacher of primary school as the primary goal, the conditions and the result of his qualitative professional training is substantiated. The article uses research methods, such as: theoretical (analysis of philosophical, pedagogical, psychological literature); interpretive (analytical method, generalization). The interpretation of key concepts “subject”, “subjectivity”, “position”, “professional position” is specified. Mechanisms (driving forces) of the formation of the subject’s future teacher of elementary school are described, which is characterized as a system-forming property, which gives the professional position of relative integrity and internal coherence. The stages of formation of a professional-subjective position of the future teacher of elementary school as a complex, long-term, holistic process are determined. The professional-subject position of the future teacher of elementary school is studied as an integrative system of conscious perceptions of the person to himself, of professional activity and other subjects of the educational process, based on a combination of competencies (knowledge, skills, practical experience), which is manifested in professional behavior. The necessity of definition of pedagogical conditions and disclosure of educational process opportunities in institutions of higher education regarding the formation of a professional position of future teachers of primary school as a perspective direction for further research is outlined.