Professional Self-development Research Articles

Theoretical approaches to the study of the problem of self-development of future specialists

The problem of a person's creative self-realization, in the context of professional self-development, becomes more and more urgent every year, due to which the study of the concept of self-development, professional self-development is given great importance at the present time. This topic is represented by a wide range of multi-vector research, both fundamental and applied. Fundamental research is aimed at revealing the theoretical provisions and features of the process of professional self-development, at the same time, applied provisions provide specific practical tools that help a person realize their inner potential. In this regard, the problem of professional self-development is actualized, which manifests itself, on the one hand, in the integration of the individual into the system of professional relations, and on the other hand, in the implementation of professional functions, the formation of an individual professional style, and the search for ways of professional growth.

Self-development as a factor of professional growth of future teachers

The problem of improving the professionalism of teaching staff for higher education is certainly important in the Kazakhstan education system. In modern conditions of constant changes in the content of education, the graduate model, the teacher must be ready for constant professional growth, freely orient in his profession and related fields of activity. The article is devoted to an important problem, the study of personal and professional self-development of a future teacher. The purpose of the study is to theoretically study aspects of self-development in the context of the professional growth of future teachers. The sample of respondents was 104 people. Data was collected using a questionnaire adapted from renowned researchers. The article considers the factors of professional and personal self-development of teachers and reveals the possibilities of psychological support for the formation of a pedagogical position. Support is interpreted as assistance and support of a future teacher in the process of his professional and personal development.
 Keywords: Competencies; professional development; personal self-development; self-development; stimulation.

Self management as the key to the success of a modern health manager

Highlights the essence of the concept of “self-management” and provides its author's interpretation. The goals and objectives of self-management in general and separately in the field of health care are considered. It was found that in order to effectively manage the staff of a health care institution, the manager, first of all, needs to know the science and art of self-management. General and local principles of science and practice of self-management are indicated.
 The aim of the article is to develop and analyze the main features of self-management as the basis of success of a modern health care manager.
 Materials and research methods are general scientific research methods such as systems analysis, comparison, generalization, swat analysis, forecasting. Studying the already studied components of the selected topic, such research methods as generalization, comparison, systems analysis were used. The basis for the study were the works of domestic and foreign scientists.
 Results: the article establishes that self-management helps the leader: rationally organize their work and the work of their subordinates; realize professional and life goals; avoid stressful situations; increase efficiency; enjoy the work done. An analysis of the scientific literature has led to the conclusion that strong leadership is important to ensure the success of any medical institution. A manager who pays due attention to self-development is the key to the success of a healthy atmosphere in the team. Research indicates a high level of professionalism and creativity achieved by managers only when they have a need for professional self-development, self-improvement, as well as when they show a motivational and value attitude to themselves as a subject of medical activity.
 Conclusions. Summarizing the above, it should be emphasized that self-management certainly affects the development of the modern manager of health care, so the following suggestions for the implementation of this method: to overcome administrative barriers to maintaining old management methods; to avoid problems caused by the inertial nature of public consciousness; reduce the level of conflict in the team; to overcome differences in professional competence; instill immunity to the fear of sanctions of the team - ridicule, overt and covert condemnation, ignorance

Formation of Ecological Culture of a Teacher of a Preschool Educational Organization

In the article, the phenomenon of ecological culture is considered as part of the professional and pedagogical culture of a specialist in a preschool educational organization, the level of development of which is a criterion for assessing his creative self-realization in various types of professional and pedagogical activities, during which the development, transfer and creation of pedagogical values, technologies, creative experience activities. The author presents the generalized results of a study of the level of formation of the ecological culture of specialists in the field of preschool education, in which teachers of the Altai Territory took part. The model of the formation of ecological culture proposed by the author in the structure of professional and pedagogical culture reveals the content of the main components (cognitive, motivational-value, technological, personal-creative, reflective-evaluative) and can become the basis for developing a program of methodological support for teachers of preschool educational organizations in the process of forming them. ecological culture. The presented analysis of the components of ecological culture reveals it as an integrated psychological education. The totality of knowledge, abilities, skills, value orientations, volitional qualities, methods and techniques of pedagogical activity, reflexive abilities and pedagogical creativity acquire personal content in the structure of professional and pedagogical consciousness, form the motives of the teacher’s environmentally oriented activity. Ecological culture is part of the general and professional-pedagogical culture of a specialist in a preschool educational organization, acts as a condition for productive environmentally-oriented activities, an indicator of professional competence, the goal of professional self-development, and contributes to the creative self-realization of a teacher in professional activities.

Aspects of readiness of higher education teachers for continuing professional development

The article highlights the necessity to increase attention to the formation of the readiness of teachers of higher education institutions for continuing professional self-improvement. The readiness of teachers for professional self-improvement is considered a multifaceted personal-professional formation, structurally represented by the unity of functionally interconnected components: motivational-value, organizational-activity; emotional and volitional; information-cognitive, reflexive-evaluative. The criteria for diagnosing this phenomenon are differentiated: awareness of the necessity for purposeful continuing professional self-improvement; theoretical training, the level of professionally oriented knowledge, practical and operational training, the formation of practical skills and abilities of professional self-improvement. A set of individual psychological qualities important for continuing professional self-improvement and future professional activity in general; focus on self-analysis, self-assessment of professional improvement are analyzed. The levels of teachers’ readiness for continuing professional self-improvement are determined and characterized: critical, passive, basic, optimal, creative. We also defined several aspects of analysis and self-analysis of professional activity, training through the organization of personality-oriented interactive activities, updating teachers’ professional experience, ensuring a selective attitude to problems, educational material, focusing on the formation and implementation of the program of personal and professional self-development.

Профессиональное самоотношение преподавателей вуза с разным уровнем волевых качеств личности

The article deals the problem of strong-willed regulation and strong-willed qualities of scientific and pedagogical workers (university teachers) in the context of studying their attitude to themselves as a professional with the involvement of empirical material. Questions are revealed about whether the parameters of professional self-relation of scientific and pedagogical workers with their strong-willed qualities are interconnected, as well as what types of attitude to themselves as a professional are expressed among teachers with different levels of strong-willed qualities. 150 scientific and pedagogical workers of Ugra State University (Khanty-Mansiysk) and Kurgan State University (Kurgan) were examined, aged 34 to 49 years with a degree not lower than a candidate of sciences and scientific and pedagogical experience from 10 to 20 years. he study used the technique "Treating yourself as a professional" and the questionnaire "Strong-willed personality qualities." As a result of the study, it was found that the indicator of the value of self-relation activity, including the level of claims and the installation on professional self-development, most significantly correlates with such strong-willed qualities as initiative, determination, independence. Whereas the measure of the magnitude of the positivity of self-attitude, the components of which are the acceptance and perception of oneself as a professional, is interconnected with perseverance and energy. It has been shown that teachers with a high level of expression of strong-willed qualities are dominated by a constructive attitude towards themselves as a professional (his active, positive and active-positive types). Whereas teachers with moderately expressed strong-willed qualities have an unstable (critical) attitude towards themselves as a professional. t is legitimate to use the obtained data to form a constructive attitude towards oneself as a professional, by developing relevant will qualities in the context of an individual career development track. This will minimize personnel risks, as well as become a condition for preventing personal and professional destruction and deformities of university teachers.

Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation

The actualization of value-based approaches to vocational education is determined by the presence of several contradictions, among which it is necessary to name the following: the need for educational practice in more productive means; the implementation of a humanistic educational paradigm and the unpreparedness of teachers to use them; the need for teachers with formed attitudes towards value attitudes towards themselves, their professional activities, education, self-development, to the people around them, and the lack of an effective system of pedagogical tools for solving the abovementioned problem in the process of professional training of future teachers; and the particular importance of the axiological component of the content of vocational education and its insignificant component at the level of the educational process. The article deals with the essence of professional thinking of the teacher, ways and means to develop its value-semantic component in the process of learning pedagogy, problematic dialogue, analysis of texts, promotion, and other professional reflection.

The specificity of the vitality of health care workers with professional deformations

Introduction. The influence of stress factors in the social and occupational spheres of life leads to deformations of the professional plan and a decline in the vitality in health workers (indicators of beliefs about oneself as a specialist and occupational environment, resistance to stressful professional situations, endurance, satisfaction from work and its results, involvement, self-confidence, control, professional self-development). The purpose of the study is to determine the specificity of the vitality of health care workers with occupational deformities. Material and methods. The survey of 6830 healthcare workers was executed, including 816 cases with pronounced deformations of a professional plan. We used a burnout questionnaire and its modification, a mental burnout questionnaire, three modifications of the vitality test (in order to obtain objective information when the subjects perceive the content of the statements of the questionnaires in various contexts, taking into account the performance of diagnostic procedures by the self-assessment method) and a test for resistance to life difficulties. Mathematical and statistical data processing included descriptive statistics, K. Pearson’s correlation test and the Chaddock table. Results. In health care workers, the dominance of depletion of the psychoemotional type is determined, determined by the above-average: deformation of the professional aspect, depletion of the psychoemotional nature, reduction components of the achievements of the personal and professional type and motivation of professional activity, as well as average: the distance of the personal and professional aspect and depersonalization criteria, affecting a tendency towards a lower average risk acceptance, reduced indicator of involvement, a decrease in the average value of resilience and resistance to life difficulties, a tendency towards an average indicator of control. Discussion. The results of studies by foreign and domestic doctors and psychologists confirm the need for diagnostics, prevention and correction of professional deformations and increasing the resilience of healthcare workers. Conclusion. The need for systematic diagnosis, prevention and correction of the components of deformations of the occupational plan of health workers is explained by the lowered indicators of involvement, resilience, control, risk acceptance and resilience to life’s difficulties.

Transcultural taste and neoliberal patriotic subject: A study of Chinese fans’ online talk of K-pop

Why are some educated youths continuously fascinated with K-pop despite the increasing anti-Korean sentiment in China? In this study, I explore this puzzle to address the relationship between fans’ contextualized subjectivities and their choice of cross-border fan object. Bridging transcultural fan studies with the sociology of taste, I draw upon the concepts of cultural homology and cultural distinction to conduct a thematic analysis of the taste discourses emerging in the K-pop groups on Douban (www.douban.com). The findings show how this transcultural taste arises from the symbolic fit between the polysemic K-pop text and Chinese followers’ neoliberal aesthetics of idol cultures that value idols’ professional self-development and fans’ consumerist autonomy. These aesthetics are reiterated in K-pop followers’ attempt to reconcile their taste and national loyalty in strategic patriotic performances that negotiate between the official and popular nationalisms in China. The online talk of K-pop is also a process of distinction through which those fans confirm their shared subjectivity by critiquing the domestic mass culture and distinguishing themselves from the nationalist C-pop consumers. Chinese fans’ taste for K-pop, as I conclude, symbolically articulates these educated youths’ condition as neoliberal patriotic subjects in China's transitions to authoritarian capitalism.

Formation of readiness of future teachers to use digital educational resources in the conditions of digitalization of education

       Today, preparing future teachers for the use of digital educational resources is the most pressing issue of Higher Education. They contribute to the effective organization of the educational process in accordance with the requirements of the modern information society, but also become a universal tool for the harmonious adaptation of students to a rapidly changing information society, training the personality of a competent specialist capable of professional self-realization. First of all, digital educational resources are ready-made interactive multimedia products aimed at achieving a didactic goal or solving certain educational tasks. Currently, the effectiveness of their use is not only to generate interest in the information educational environment, but also to ensure the degree of access to information and improve the quality of Education. Using digital educational resources, the authors independently develop the intellectual potential of students and increase the knowledge base.Using them creatively, we tried to find out whether it is possible to present the educational process in an interesting and informative way. The article provides a comprehensive analysis of the theoretical and methodological literature, clarifies the following concepts and offers a definition: "digital educational resources ", " readiness of a future teacher to use digital educational resources". In addition, during the practical experiment, a course program "digital educational resources-a tool for professional self - development" was developed, aimed at forming the assimilation of digital educational resources by future specialists as a tool for professional self-development. The research uses theoretical, Emeric methods, the questionnaire "knowledge of digital educational resources" (in author's processing), N. P. Fetiskin "diagnostics of the implementation of needs for professional self-development", N. R. Molochnikov "assessment of opportunities for self-development". 82 students of Atyrau University took part in the experimental work Keywords: digitalization of education, digital educational resources, computer, multimedia, interactivity, accessibility.

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ВИКОРИСТАННЯ ХАКАТОН-ЕКОСИСТЕМИ ДЛЯ СОЦІАЛЬНО-ПРОФЕСІЙНОЇ ІНТЕГРАЦІЇ МОЛОДІ В УМОВАХ СТРУКТУРНО-СОЦІАЛЬНИХ ЗМІН

This article tackles a wide range of issues related to social and professional adaptation of youth in the context of structural and social transformations. It is observed that currently, the employment and occupation challenges remain are among the most critical objectives to be attained and need to be resolved as soon as possible. It is argued that the objective reality of modern social relations is the constantly changing labor market environment; moreover, the current situation in the employment sector significantly complicates the situation for young people. In particular, it is emphasized that the labor market puts young professionals in the system of fierce competition with professionals who already have work experience. Ultimately, transformations in various fields – social, economic and political system of fierce competition – have caused a decline in the social value of labor for many young people that has resulted in moral degradation and triggered social pessimism – a disbelief that they will be ever able to get an interesting job that is paid fairly which translates into polarization between effort and wages, which in fact often differ. A survey of graduates conducted in the frameworks of the University Hackathon Ecosystem has revealed the quantitative and qualitative characteristics of future professionals and their ability to integrate into the social environment. Processing of research outcomes using the tools of mathematical statistics to obtain values with estimated availability and reliability has demonstrated the validity of the developed favourable organizational and pedagogical environment in the university. In this context, consistent implementation of this organisational and pedagogical paradigm ensures the highest effectiveness of adaptation to professional activities based on education values as well as social integration readiness. The proposed model of promoting professional partnership-based adaptation of students between the university and social institutions and organizations characterizes the pre-working period of educational and professional adaptation. It is assumed that enhancing the students’ adaptation to professional career will help would be professionals find confidence in their abilities and become competitive in the labor market, reinforcing new values of professional self-development and professional development, and facilitate further integration into society. It is argued that the use of traditional labor socialization methods is not always sufficient to attain relevant professional maturity which is associated with different character and motivation to professional activity. The findings verify that some young people are engaged in non-professional activities, some work in the profession but do not seek to develop their professional skills, there are also cases of discrimination against young people by the older generation which refer to professional growth opportunities. An experiment based on the University Hackathon Ecosystem provides argument that the professional socialization of individuals assumes a certain time period to enter the professional environment, gain professional experience, master the standards and values of the professional community, as well as the process of accumulation and active implementation of personal professional experience.

PROFESSIONAL TRAINING OF MASTERS OF MANAGEMENT FOR ACTIVITIES IN EXTREME CONDITIONS

The purpose of the article is to characterize the features of professional training of future managers in the field of education to work in extreme conditions. The main result of the training of future heads of educational institutions (managers of education) in the master's degree is the formation of their professional competence. This integral quality of personality is manifested in the general ability and willingness to manage (especially in extreme conditions). Emphasis is placed on acmeological competence – the most important indicator of a high level of professionalism of management staff. In extreme conditions, a very important factor is the inherent nature of each manager (head of educational institution) of many acmeological invariants (managerial reflection, responsibility, empathy, professional optimism). Professional optimism is later transformed into public social optimism. Features of preparation of masters of management for educational branch are considered. In mastering the educational components, undergraduates use the acquired knowledge to implement acme-futuring – an effective tool for self-forecasting for the future. This is especially important in today's extreme conditions. Future education managers develop author's programs of personal and professional self-development and self-improvement. They are based not only on the top model of self-development, but also on the model of low self-development (tragic and anastrophic). These models emphasize the importance of taking into account the points of crisis and catharsis. In the educational process in the preparation of future masters of management in education is the development of professionalism of this category of specialists, improving their acmeological invariants, developing the ability to predict the future through the development of author's programs of personal and professional self-development and self-improvement. Predicting one's future confirms the manager's own optimistic position. Optimism is a protective factor of the individual and society from distress and a significant factor in predicting subjective well-being. A person shows social activity, full of positive expectations for the future. By mastering this acme-energetic technology, the leader is able to help other people, his subordinates to gain confidence in the future. Accordingly, on this basis, social optimism is formed as a necessary condition for society to emerge from the crisis.

MOTIVATION FOR PROFESSIONAL SELF-DEVELOPMENT OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS

The article is devoted to the theoretical justification of the motivation for professional self-development of teachers of higher education institutions and the generalization of the results of empirical research on the needs of self-development motivation. We define professional self-development as a conscious purposeful process of personal and professional self- improvement with the aim of creative self-realization while performing professional activities. However, we believe that teaching activity involves the dynamic involvement of both proficient and personal qualities and competences; therefore, the professional self-development of a teacher is aimed at self-cognition, self-affirmation, and self-improvement in all spheres of life. The process of professional self-development of teachers of higher education institutions requires a deeply realized value of its necessity, stable internal motivation, but it should be supplemented by external incentives in a creative educational environment, which was confirmed by empirical research. The conducted research has proved the need to make up practical recommendations for teachers regarding professional self-development, which can become the basis for further research.

ОРГАНИЗАЦИЯ ПРОФЕССИОНАЛЬНОГО САМООБРАЗОВАНИЯ ПЕДАГОГА

Self-education of a person predetermines the motivational sphere, based on the values, directions and needs of a person. In the teaching profession, the motivational sphere is determined by the aspirations for continuous development and updating of knowledge. In this regard, self-education is the core trend of the teacher’s professional activity. The federal project “Teacher of the Future” (dated December 7, 2018) aims the pedagogical community at the continuous development of professional skills, strengthening the professional readiness of the teacher in solving non-standard tasks in the field of education, and enhancing the cognitive activity of the teacher, taking into account his educational deficits. Thus, professional self-education of a teacher becomes a vector of his career growth and development. The success of the implementation of these processes depends on the conditions created in the practice of education for the teacher. The organization of professional self-development implies, firstly, the actualization of the teacher’s motivational potential for self-educational activity by activating incentives for professional self-development. Secondly, the implementation of competent assistance and support to the teacher requires the enrichment of the content of his professional activity with value orientations and attitudes towards self-education. Thirdly, professional self-education of a teacher can be organized in various forms, taking into account the possibilities of additional (formal and non-formal) education. However, the most effective ways of organizing professional self-education of a teacher today are information technologies. Modern means of communication, computer technologies, software and various information resources make it possible to work with information in a new way, activating the professional resources of teachers in building a self-educational trajectory. The potential of information technologies in the process of self-education provides variability, individualization, flexibility, continuity in mastering new or improving existing knowledge.

МЕТОДИКА ФОРМУВАННЯ ВМІНЬ САМОВДОСКОНАЛЕННЯ В МАЙБУТНІХ ІНФОРМАТИКІВ ЗАСОБАМИ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

The article deals with continuous personal and professional self-improvement of the specialists in the field of information technologies and pedagogical conditions as the development and formation of versatile aspects of professional training of the future specialists. The specificity of pedagogical activity arises from the fact that it combines organizational, research and creative components, therefore, in modern pedagogical conditions, it is important to be able to actively perceive new things, ensuring the continuity of personal and professional self-improvement. For higher pedagogical educational institutions, the primary task is the formation of the future teacher personality who is able to be constantly engaged in the personal and professional self-improvement, ready for continuous education, that is, for regular self-development. The development of readiness for self-improvement of future specialists in the field of information technologies is a rather complex process, the effectiveness of which depends on the implementation and observance of the necessary pedagogical conditions. Usually, pedagogical conditions are interpreted as those that are specially created in the educational process to increase its efficiency or implement innovations. The issue of qualification of pedagogical conditions has become the subject of attention of many researchers. We consider the analysis of a number of scientific works in which the pedagogical conditions of development and formation of versatile aspects of professional training of future specialists are considered important for our exploration of the features of the development of self-improvement skills of future specialists by means of information technologies. The personal self-improvement, which begins at school, should continue life-long. The professional self-development is a complex, multifaceted, continuous, conscious process aimed at the formation, integration and implementation of professionally significant personal traits, professional knowledge, abilities and skills in the professional activities. The future specialists are creative individuals who constantly have many new ideas and are ready to accept innovations in education. After all, the teacher must regularly prepare new, interesting lectures, be able to adapt to changes in the educational process. Modern student teachers have to master a variety of educational technologies. In the professional activity of the teacher, a structural component is the professionalism of self-improvement.

PROFESSIONAL TRANSCENDENCE AS THE BASIS OF THE PROFESSIONAL IMAGE OF THE FUTURE TEACHER

The relevance of the article is defined by the fact that the modern system of education in Ukraine is undergoing an active reformation with the aim of improving the quality of education, the professional competence of teachers and minimizing the lack professionals in the sphere of education. All this implies dynamic changes not only at the structural level of the education system and educational activities, but also at the level of serious changes in the approach to the formation of the professional image of the future teacher. Attention is drawn to the need to supplement the process of personality formation of the future teacher with value orientations, one of which being transcendence. A new approach to understanding the target orientation of the future teacher’s professional development in modern conditions is analysed, i.e. that of professional transcendence. The article specifies the scientific content of the categories “transcendence”, “professional transcendence”, “transcendent teacher”, taking into account various theoretical and practical approaches in Western and Ukrainian psychology. Professional transcendence is considered as the highest goal of professional development, spiritual formation and self-development, and a transcendent teacher is a professional who seeks to expand their capabilities, is able to find new meanings in pedagogical activity and beyond, and is always ready to solve professional tasks in changing conditions. The key values of the educational system (transcendent, sociocentric, anthropocentric, national) that allow creating transcendent conditions of professional training are analysed. Attention is focused on the criteria and mechanisms for the future teacher to achieve professional transcendence, which are trans-professional in nature. The opinion is proved that the spiritual in a person is concentrated in the form of a transcendental position, which becomes the main ontological characteristic of a person and the initial existential side of their being. The assimilation of knowledge about professional transcendence in the structure of the professional image by future teachers, along with other professional values, will allow to create an ideal model of one’s future professional activity, which will act as a benchmark, a reference point in professional self-development and spiritual selfimprovement.

СТАНОВЛЕНИЕ ПРОФЕССИОНАЛЬНОЙ СУБЪЕКТНОЙ АКТИВНОСТИ БУДУЩИХ ПЕДАГОГОВ В СФЕРЕ ВОСПИТАНИЯ

The increased attention of the state and society to education as an integral part of the educational process at all levels of education actualizes the problem of the readiness of future teachers to implement educational tasks. To determine the prospects of this activity, the provisions of the modern theory of education have a significant place, which is the methodological basis for considering the role and place of the teacher and his subjectivity in the process of preparing for educational activities. In order to achieve a high degree of readiness for professional activity, it is necessary to have a certain personal, intellectual and activity potential, which means that personal and professional changes are an integral attribute of the development of professionally significant personality traits that should be included in the logic of the organization of the process of professional education in the academic and extracurricular components. The success of the educational activity of a novice teacher in the future largely depends on the student's activity in professional self-development during the period of study at the university. The readiness of teachers for educational activities is largely determined by the formation of professional subjective activity of the individual. Professional subjective activity is considered as the activity of a personality that develops and implements its subjectivity in the space of professional activity. Its main characteristics are uniqueness, activity, independence, responsibility, authorship of one's own life and one's own history, value relations, the ability to master one's own behavior and generate one's own behavior. For their formation, it is necessary to create special conditions in a pedagogical university: the organization of horizontal and vertical subjectsubject interaction; development of the mentoring system; development of the institute's life activity as a professional educational organization that creates a space for the accumulation of individual professional style and operational repertoire for solving professional tasks.

The relationship between metacognitive skills and the coach's readiness for professional and educational self-development

The purpose of our study is to identify the relationship of metacognitive skills indicators with the components of professional self-development of coaches. The data were gathered via online survey. The study involved coaches (n = 53) aged 22 to 60 years in various sports, with a professional experience of 1 to 34 years. We are used the questionnaire "Diagnostics of the level of partial readiness for professional-pedagogical self-development" and the questionnaire "Reflexive skills (metacognitive level)" by E.V. Savchenko, methods of mathematical statistics (Spearman's correlation coefficient). According to the results of the study, a relationship was revealed between the general level of development of metacognitive skills and all components of the coach's readiness for professional self-development. According to the results of the study, interrelations were revealed with all components of the coach's readiness for professional self-development and such parameters of metacognitive skills to organize the problem-solving process, to regulate your own emotional states, to monitor mental activity, to form probabilistic problem-solving models.

Subject position as a predictor for the integration of future teachers into the digital learning environment

Introduction. In the context of digitalisation, the vocational education system is forced to respond flexibly to the challenges and requirements of the developing digital society. The focus of the pedagogical community is shifting to addressing issues of a prognostic nature – preparing future teachers for high-quality professional activities in digital formats, achieving high professional results in the future, and quickly adapting to a dynamically changing education environment. The aim of the article is to comprehend the subjective position of students as a meaning-forming concept (predictor) for the successful entry of a young teacher into professional activities in the context of digitalisation of education. Materials and methods. The study was based on system-activity, subject-personal and environmental approaches, according to which the subject position of the future teacher is considered as an integrative developing quality in the context of personal and professional characteristics, as well as manifested and revealed in the conditions of digital education on the basis of interaction with elements of the digital learning environment. An online questionnaire was chosen as a diagnostic material. The respondents were first-year undergraduates from several Russian universities (N=100). To analyse the obtained data, the methods of quantitative analysis, descriptive statistics, correlation analysis, clustering (Ward's hierarchical agglomerative method) were used. Results. It was revealed that for future teachers the most significant are the personality-developing (average value 4.0), value-target (4.0) and activity-regulatory (3.9) components of the subject position in context of digital education. Clustering has shown that it is advisable to pay special attention to the development of information-behavioural, communication-emotional and research components: to expand the digital tools for mastering and transforming content and interaction; develop the skills of network cooperation and dissemination of scientific results (for example, correlations “network community-dissemination of results” r=0.61 were revealed). For each component, a prospective strategy for solving the problem of personal and professional self-development is shown, which should be taken into account when implementing the professional training of future teachers. Conclusion. The subject position of a future teacher will be the basis for successful integration into the digital education environment if there is an awareness of oneself as a subject of prospective professional activity based on constant self-development, focused on quality results, and promising trends.