EIJP ISSN: 2751-000X
VOLUME04 ISSUE11
24
INNOVATIVE TECHNOLOGIES FOR DEVELOPING THE PROFESSIONAL-SUBJECTIVE
POSITION OF PRIMARY CLASS TEACHERS
Ilmurodov Samadjon Xolberdievich
Independent Researcher at Department of Pedagogy, Faculty of Preschool and Primary Education at
Samarkand State University named after Sharof Rashidov, Uzbekistan
AB O U T ART I CL E
Key words:
Subjectivity, professional
development, subjectivity, innovative
environment, subjective position.
Received:
02.11.2024
Accepted
: 07.11.2024
Published
: 12.11.2024
Abstract:
In this article, the content and essence of
innovative technologies for the development of the
professional and subjective position of primary
school teachers is detailed. The concepts of
teacher's
position,
subjectivity,
and
professionalism are explained. It is based on
innovative technologies of professional-subjective
position development.
INTRODUCTION
It is known that teacher training is currently one of the most pressing and important
issues at both regional and national levels. The continuous system of training, retraining, and
certification of primary school teachers demands the continuous development of the professional-
subjective position of the educator. All of these are undoubtedly organizational mechanisms aimed at
the teacher’s self
-awareness and self-improvement in their professional activity. Many scholars
highlight th
e teacher’s professional
-subjective position as a key indicator of professional development.
O.V. Pushkina explains that a teacher’s professional development is characterized by a conscious need
to delve deeper into the process of personal formation and development as one of its most important
aspects.
The self-awareness of the teacher-subject, or their attitude toward themselves as the subject of their
pedagogical activity, as well as the “self
-
concept” that characterizes a flexible personality as an open
system, depends on constant change, improvement, and active interaction with the external
environment. For professional activity to be fulfilled, the teacher must perceive themselves as the
subject of this activity. A teacher's subjectivity is reflected in a special relationship with students, within
their motivational and semantic relations, which involves perceiving the student as a unique, internally
resilient individual, who values themselves and acts as an equal partner in pedagogical cooperation.
A teacher's subjectivity is manifested in a specific pedagogical position, the essence of which emerges
in dialogic communication with students, where the principle of subjectivity in students is activated.
VOLUME04 ISSUE11
DOI:
https://doi.org/10.55640/eijp-04-11-06
Pages:24-27
EUROPEAN INTERNATIONAL JOURNAL OF PEDAGOGICS
ISSN: 2751-000X
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25
The content of subjectivity is revealed in the unique characteristics of the interactions between teachers
and students.
The formation of a teacher’s subjective position is one of the most urgent issues in the educational
system, and the theoretical foundations for forming a teacher’s subjective position wit
hin a pedagogical
community have been explained in the studies of N.A. Androshchuk, A.I. Arslanova, E.A. Zorina, V.A.
Polyakova, and I.V. Serebryakova.
The issue of the essence of a teacher's professional-subjective position and the ways to develop it play
a decisive role in determining the approach to the problem of developing their professional-subjective
position. Subjectivity is significant in the system of a teacher’s relations and attitudes towards general
life, particularly in their professional activity.
In our opinion, the subjectivity of a teacher’s professional position defines the nature of relationships
with students, as well as their values and perceptions. Life activity, attitude towards one's professional
activity, and self-
perception as the subject of one’s profession are reflected in the professional position.
According to V.N. Volkova, subjectivity is understood, first of all, as “a property of a person that brings
about interdependent changes in the world and in othe
rs.” This is based on a person’s relationship to
themselves as an active agent. A professional-subjective position is a relatively stable structure within
a teacher, but one that still allows for variability and potential for development.
Teacher subjectivity is both stable and adaptable. The stability characteristic preserves the pedagogical
orientation when the need to reorganize educational activity arises, and at the same time, allows for
additions or adjustments when new personal formations appear.
The initial characteristic of subjectivity is activity. Primarily, activity represents the ability of a person
to consciously and purposefully transform surrounding realities. Activity is the desire of the subject to
transcend their limits, expand the scope o
f their activity, and take action. The subject’s consciousness
is associated with fulfilling the needs to adapt to situations appropriately. The activity of the subject in
the pedagogical process is based on the integrative characteristic of the personality, which allows for
goal setting in activity, advancing new tasks that go beyond the given situation, taking an active and
critical approach, and creatively and adaptively predicting the results of the activity, driven by self-
directed motivation.
The next characteristic of subjectivity is goal-setting, which involves the process of modeling an as-yet-
unrealized result, often presented in the psyche as an image or mental model of a future product, along
with its qualitative and quantitative characteristics. Goal-setting is a cognitive process that
encompasses the functions of stimulation and control. It includes diagnosing, forecasting, and
designing, as well as ensuring the understanding and clarification of shared goals in collective activities
and analyzing objective opportunities for realizing planned goals.
In the process of pedagogical development, the choice of goals, methods, and ways to implement them
constitutes the next characteristic of subjectivity
—
freedom. Freedom is, first and foremost, the ability
of the subject to overcome obstacles, take action, step outside existing stereotypes and norms, while
also recognizing their responsibility to themselves and others. Consequently, the teacher adapts the
situation and themselves according to their goals. A free individual is sovereign in choosing motives,
goals, styles of behavior, and means of activity and is responsible for the decisions made.
Another characteristic of a teacher’s subjectivity is responsibility. Responsibility arises from the
individu
al’s position and is defined by personal motives, needs, and goals. Responsibility expresses the
form in which the teacher’s subjectivity is manifested.
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The primary characteristic of a teacher’s subjectivity is the need for self
-improvement and self-
construction as a personality. Self-development is an active, consistent, progressive, and ultimately
irreversible process that reflects qualitative changes in a person's psychological state.
The professional success of a primary school teacher is the subjective and personal state of the teacher,
ensuring dynamism, flexibility, readiness for innovation, achievement of success in professional
activity; maximizing the use of their resources for self-development and self-improvement; and
developing the integrative social-cultural, intellectual, and moral qualities of the personality.
An innovative educational environment is a life activity area that is pedagogically and purposefully
organized to support the development of a person’s innovative resource; it is a holis
tic means for
accumulating and realizing the innovative potential of an educational institution.
Firstly, pedagogical activity in society is based on principles that emdiv unity in traditions, interests,
and values. This provides pedagogical activity with its unique meanings, and, as a result, it unites the
values and goals of its subjects.
Secondly, favorable conditions are necessary for teacher professional development. In pedagogy,
improving the professional skills and competencies of teachers is considered important for enhancing
their subjective position.
The formation of a teacher's subjective-professional position is seen as a holistic and systematic process
aimed at developing their personal and professional qualities. We attempt to theoretically substantiate
the structural-functional model of a teacher's subjective position, with its formation being the creation
of the teacher's subjective-professional position.
Innovative technologies for developing a teacher’s professional
-subjective position include effective
diagnostic, operational, and assessment blocks, principles and pedagogical conditions for its
implementation, as well as criteria and indicators that allow for assessing the level of subjectivity in the
teacher’s professional activity.
The te
acher’s professional
-subjective position consists of the principles of wholeness, integrativity,
subjectivity, and facilitation.
The principle of wholeness characterizes the unity of the teacher’s subjective position components,
allowing for consideration of the object in the unity of its interacting parts.
The principle of integrativity allows for the unification of efforts among subjects in the educational
process and the diversification and prediction of changes occurring within it.
The principle of subjectivity is associated with active transformative characteristics, needs, and
abilities, allowing for consideration of the teacher and their personal characteristics.
The principle of facilitation characterizes the humanistic orientation of the process, including ideas of
personal freedom, individuality, pedagogical support, assistance in personal growth, and equality
among participants in the educational process.
Pedagogical tools play a special role in shaping the teacher's subjective position in professional activity.
To achieve this, it is necessary to first identify the significant characteristics of the teacher's subjective-
professional position, develop a model for the process of forming the subject position, theoretically
substantiate it, and highlight its effectiveness criteria and indicators.
Analyzing the conceptual foundations of various educational models in pedagogical activity reveals
their characteristic features through principles, goals, methods, and technologies. The specificity of
innovati
ve technologies for developing teachers’ professional
-subjective positions lies in the
construction of an operational block expressed by interconnected and complementary components.
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ISSN: 2751-000X
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The main focus is on organizational forms and work methods that help the teacher adopt a subject-
professional position, in turn, identifying and addressing the semantic load of the formation process.
The effectiveness of developing the professional success of primary school teachers in an innovative
educational environment is connected with organizational-pedagogical conditions, such as forming a
motivational-
value attitude based on the principle of “lifelong learning,” ensuring the continuity and
systematic nature of professional self-improvement; and creating an innovative environment aimed at
integrating the personal and professional qualities of primary school teachers.
The criteria for developing primary school teachers' professional success in an innovative educational
environment include motivational-acmeological, professional-personal, competence-content, and
reflective-activity, all of which aim to improve the teacher's subjective position.
Achieving success in the teacher’s professional activity is one of the current trends in our time. Personal
and professional success today is considered by people as an inseparable attribute and component of
their lives, which serves as one of the conditions for increasing researchers’ interest in the issue of
professional success. The teacher's subjective position is a complex internal formation based on a
balanced system of relationships with the student, oneself, one’s activities, other participants in the
educational process, and various pedagogical objects, allowing for an active, responsible, conscious, and
emotionally stable presence.
The innovative activity of a teacher includes aspects such as conducting research, projectiveness,
organization, communication, and evaluation. The innovative activity of a teacher is characterized by
the natural relationship and interconnection between the objective (professional-functional) and
subjective (individual-personal) aspects of their professional activity. The innovative activity of a
primary school teacher is an integral part of the school’s holistic innovation system aimed at improving
the quality of education through changes in the goals, conditions, content, methods, and forms of
teaching, contributing to the realization of developmental potential.
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