Teacher new professionalism in the light of the personality polysubjectivity development

Abstract

Introduction. The relevance of the study is due to the high requirements of the society on the professionalism of a modern teacher who has to perform the activity under flux and ambiguity conditions, to solve new and occasional tasks, to design and implement personal and professional routes in accordance with the changing professional challenges and real-life situations. The research is aimed to perceive the essence of the concept “new teacher professionalism” in the context of the diversity of teacher professional trajectories and in the aspect of personality polysubjectivity. The empirical problem is to diagnose the dominant professional trajectories of future teachers at the final stage of the university training course (in the “Self- real” and “Self-ideal” spheres). Materials and methods. 5th-year students (186 persons) of Belgorod State National Research University took part in the survey. The study is based on analyses of students' reflective judgments quality data concerning new professionalism and poly-subjectivity phenomena, methods of mathematical statistics (Pearson symmetric correlation coefficient). Results. The article presents the features of teacher professionalism associated with the process of a teacher polysubjectivity development as an ability to take an active subjective position in multidimensional professional sphere. The results showed the dominant traditional professional trajectories “subject teacher” (average point – 4.07), and “teacher-educator” (4.00) in the “Self-real” sphere of future teachers, as well as the “digital teacher” (3.86) trajectory due to the transition of the university education process to distance learning format in the pandemic conditions. The trajectories “teacher-mentor (coach)” (average point – 4.65), “teacher-educator” (4.53), “teacher-methodologist” (4.51) and “media-teacher” (4.47) are specific for future teachers in the “Self-ideal” sphere. The professional trajectory “digital teacher” is mainly correlated to the contradiction “Self-real” – “Self-ideal” (r = 0.758, p=0.05). Conclusion. Teacher polysubjectivity integrates all the levels of teacher formation and development process, subject-field-driven features, professional values; it allows the teacher creating personal professional trajectory, which is the basis of new teacher professionalism.