Abstract
We discussed the notion of “students’ subjectivities” from the current psychological and pedagogical point of view. The author investigates the notion in its historical development. The paper reviews the developing students’ subjectivities, focusing on students’ abilities and personal characteristics, such as students’ setting goals, achievement values, recognizing actual or potential perspectives. The article aims to study the problem of developing students’ subjectivities and to carry out theoretical analysis of students’ subjectivities showing the historical development of this category and reflecting the stages of students’ professional and pedagogical development. The target group of students are students related to pedagogical teaching practice. Relations between students’ subjectivities and the efficiency of their future professional and pedagogical performance are discussed, as well as how to develop students’ subjectivities creating special pedagogical conditions during the academic process in the university. We also focus on stages of students’ professional and pedagogical development, such as the stage of students’ professional training, professional adaptation stage and directly professionalization. In this regard, we present the core conceptual bases of students’ subjectivities development to professional and pedagogical performance. The conceptual bases highlight the idea of students’ gradual change from one stage of students’ professional and pedagogical development to the following ones; the idea of the organization of reflective teaching activities of students’ interaction in the development of students’ subjectivities; and the idea of interpreting the mechanisms of the students’ subjectivities development.
Highlights
Subjectivity is a quality of a person that gives an opportunity to be individual and unique
The students have opportunities to develop their subjectivities to future pedagogical performance, because the university education (Olkhovaya, 2007, p. 86):
In the context of students’ professional self-development Vitaliy Slastjonin (2008, p. 142) distinguished six types of students’ challenges in the accomplishment of the professional and pedagogic performance during the academic process at the university (Podymova, 2010, p. 33): 1) the development of self-evaluating ability, self-diagnosing and recognizing the individual characteristics in accordance with the students’ needs in the professional and pedagogical performance; 2) the development of students’ skills of independence and enthusiasm in planning future pedagogical performance, in designing the academic syllabus, in making decisions to use suitable pedagogical approaches and methods related to the academic objectives; 3) the development of students’ skills to adapt and to correct their individual features according to the pedagogical situations that constantly may change. It means that the students can be ready to change the methods, communication styles in a variety of pedagogical situations, while maintaining individuality; 4) the development of students’ skills to evaluate their own efforts and the achieved level of success in designing pedagogical situations; 5) the development of students’ skills which determine the success of the implementation of the pedagogical performance based on personal features and the mobility of pedagogical conditions; 6) the development of students’ skills to inßuence interpersonal communication and interaction
Summary
Subjectivity is a quality of a person that gives an opportunity to be individual and unique. The students’ subjectivities to professional and pedagogical performance provides the students’ abilities to be involved into the active teaching and research context. Students’ subjectivities require developing the ability to design an individual strategy of their future professional and pedagogical career.
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