PROFESSIONAL SUBJECTIVITY OF PRIMARY SCHOOL TEACHERS: THE METHODOLOGY SUBSTANTIATION OF AN EXPERIMENTAL FORMATION

Abstract

The article is devoted to the methodological soundness of the experimental formation of professional subjectivity of future elementary school teachers as a systemic problem of their training because they work with special categories of pupils - students of primary classes. The main methodological approach for its experimental formation is a subject-active approach as a primary school teacher is an educator, the professional and the subject of educational activities in elementary school and, accordingly, the indecated problems should be investigated in the leading ideas and positions of this approach. The leading ideas of the system, competency and other methodological approaches should be taken into account. Particular attention is paid to the methodological aspects of the disclosure of the content of professional subjectivity as its integrated professionally important quality, pedagogical activity which makes it possible to actualize the professional competence in teaching. The content of professional subjectivity structurally includes value-motivated, emotional and volitional, intellectual-cognitive, behavioral-activate, reflexively - evaluative and in individual components. Among them systemic component is individually subjective one, which provides updating and implementation of professional of primary school teachers in general.