Volume 04 Issue 11-2024
90
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
90-92
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article covers the essence of the professional-subjective position of the teacher and the ways of its development.
The literature review on the professional-subjectivity of the teacher, the analysis of the researchers' opinions are
presented. It has been mentioned that the professional-subjective position is a developmental opportunity that has a
relatively rigid structure of the teacher, but does not exclude its variability.
KEYWORDS
Subjectivity, subjectivity, teacher position, teacher's activity, teacher goal.
INTRODUCTION
The essence of the professional-subjective position of
a teacher and the ways to develop it play a crucial role
in determining the approach to the issue of enhancing
their professional-subjective position. Subjectivity is
significant in the teacher's system of relations and
attitudes towards general life and, in particular, their
professional activity.
In our view, the subjectivity of the teacher’s
professional position determines the nature of
relationships with students, their values, and
perceptions. Life activity, relationship to one's
professional activity, and to oneself as a subject of
one's profession are reflected in the professional
position. According to V.N. Volkova, subjectivity is
primarily understood as "the property of a person that
brings about interconnected changes in the world and
others." This is based on a person’s relationship to
themselves as an active agent. A professional-
subjective position is a relatively stable structure in a
teacher, though it does not preclude its variability and
potential for development.
Research Article
THE ESSENCE AND WAYS OF DEVELOPING THE TEACHER'S
PROFESSIONAL-SUBJECTIVE POSITION
Submission Date:
November 02, 2024,
Accepted Date:
November 07, 2024,
Published Date:
November 12, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-17
Ilmurodov Samadjon Xolberdievich
Independent Researcher at Department of Pedagogy, Faculty of Preschool and Primary Education at
Samarkand State University named after Sharof Rashidov, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
91
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
90-92
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The subjectivity of a teacher is simultaneously quite
stable and adaptable. The stability characteristic
preserves the pedagogical direction when the need to
reorganize learning activity arises and, at the same
time, allows for the addition or correction of new
personal formations when they emerge.
The initial characteristic of subjectivity is activity.
Firstly, activity represents the ability of a person to
consciously and purposefully transform surrounding
realities. Activity is the desire of a subject to go beyond
their limits, expand the scope of activity, and act. The
su
bject’s consciousness is associated with satisfying
needs to adapt appropriately to situations. The activity
of a subject in the pedagogical process is based on the
integrative characteristic of the personality, which
allows for goal setting in activity, proactive and critical
approaches, and the ability to creatively and adaptively
predict the outcomes of the activity, driven by self-
directed motivation.
The next characteristic of subjectivity is goal-setting,
through which the process of modeling a result not yet
achieved is implied, 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 to realize planned goals.
In the process of pedagogical development, the choice
of goals, means, and methods for achieving them
constitutes the next characteristic of subjectivity
—
freedom. Freedom, first and foremost, is the ability of
the subject to overcome obstacles, take action, go
beyond existing stereotypes and norms, while also
recognizing responsibility to oneself and others.
Consequently, the teacher adapts the situation and
themselves according to their goal. 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
individual’s position and is defined by personal
motives, needs, and goals. Responsibility expresses
the form
in which the teacher’s subjectivity is
manifested.
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.
L.M.
Mitsina
interprets
professional self-development of a teacher as "a
holistic image of self-awareness aligned with a general
system of value orientations related to understanding
one's goals and the tools needed to achieve them
constructively in professional activity."
L.I. Bojovich considers the teacher's position as a
necessity to find one's place in life and work based on
a certain orientation of attitudes, interests, and
aspirations. V.N. Myasischev defines the teacher's
position as an integration, while B.F. Lomov examines
the teacher's status in the context of an individual's
relationship with the surrounding objective reality.
Therefore, the teacher's position can be interpreted as
a worldview image, a system of relations, and a
strategy of behavior of an individual based on social
Volume 04 Issue 11-2024
92
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
90-92
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
relationships. Subjectivity and position are closely
interrelated phenomena. They define relationships,
achievements, and personal relations based on a
specific system of worldview and values.
I.Y. Kuznetsova explains that the subjective position of
a teacher includes motivational-value, regulatory-
activity, and reflective-evaluative components.
Thus, the subjective position of a teacher is the process
of focusing on a specific outcome of active,
independent, and initiative-driven activity capable of
assimilating and transforming reality.
The subjective position of a teacher 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.
CONCLUSION
In conclusion, it can be stated that the subjective
position of a teacher is a complex process that includes
many components and develops according to certain
social and psychological laws. The subjective position
of a teacher is not innate; it is acquired and developed
throughout one’s life.
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Митица
Л.М.
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1990.
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№ 3. –
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Божович, Л. И. Личность и ее формирование в
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