Formation of the professional subject of future psychological and pedagogical specialists in higher education

Artem Stryzhakov; Maryna Khrolenko; Lesya Matsenko; Tetyana Koycheva; Natalia Moiseienko

doi:10.34069/AI/2023.66.06.10

Artem Stryzhakov LLC “Tsyfromarket”, Ukraine. https://orcid.org/0000-0003-1407-939X
Maryna Khrolenko Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine. https://orcid.org/0000-0002-2118-1977
Lesya Matsenko National University of Life and Environmental Sciences of Ukraine, Ukraine. https://orcid.org/0000-0003-2939-4229
Tetyana Koycheva State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, Ukraine. https://orcid.org/0000-0002-5518-4260
Natalia Moiseienko Odesa I. I. Mechnikov University, Ukraine. https://orcid.org/0009-0001-3896-3668

DOI: https://doi.org/10.34069/AI/2023.66.06.10

Resumo

The article substantiates the peculiarities of the formation of professional subjectivity of future specialists in the field of psychology and pedagogy in the environment of higher education. The essence of the concepts "subjectivity", "subject", "professional subjectivity of a specialist" is revealed. The stages of the development of students' subjectivity in the process of professional training are distinguished: the objective-subjective stage of development; the objective stage of development; the subjective-objective stage of development and the actual subjective stage of development. The main functions of the student as a subject of activity are considered. When considering the possibilities of development of the individual's subjectivity, the mechanisms that determine the direction and dynamics of the progress of the personal and professional formation of the individual and its development are grouped. It is proved that the student's subjectivity manifests itself in the process of activating the following mechanisms: self-actualization, self-development, self-presentation, self-realization, and self-determination. In the radius of the educational environment of the higher school, attention is paid to the conditions, and the possibilities of realization of the internal possibilities of the formation of subjectivity are determined.

Downloads

Não há dados estatísticos.

Biografia do Autor

Artem Stryzhakov, LLC “Tsyfromarket”, Ukraine.

Ph.D. in Pedagogy, CEO, LLC “Tsyfromarket”, Ukraine.

Maryna Khrolenko, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.

Doctor of Pedagogical Sciences, Associate Professor of the Department of Biology and Basics of Agriculture, Oleksandr Dovzhenko Hlukhiv National Pedagogical University, Ukraine.

Lesya Matsenko, National University of Life and Environmental Sciences of Ukraine, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Pedagogy Department, National University of Life and Environmental Sciences of Ukraine, Ukraine.

Tetyana Koycheva, State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, Ukraine.

Doctor of Pedagogical Sciences, Full Professor, Professor of the Department of Pedagogy, State Institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”, Ukraine.

Natalia Moiseienko, Odesa I. I. Mechnikov University, Ukraine.

Candidate of Philological Sciences, Associate Professor of the English Grammar Department of Odesa I. I. Mechnikov University, Ukraine.

Referências

Abulkhanova, K. O. (2006). The methodological significance of the subject category for modern psychology. Man. Subject. Action: Philosophical and psychological studies, 37–51. (in Ukrainian).

Aristova, N. (2018). Actualization and value component of professional subjectivity of future philologists. Youth and the market, 4(159), 15–21. (in Ukrainian).

Aristova, N.O. (2017). Theoretical and methodical principles of formation of professional subjectivity of future philologists (thesis... Dr. Ped. Science) theory and methodology of professional education. Kyiv, 572. (in Ukrainian).

Bekirova, A. (2016). Methodology for substantiating the content and structure of the professional subjectivity of primary school teachers. Scientific notes of Ternopil National Pedagogical University named after Volodymyr Hnatyuk, 2, 251–257. (in Ukrainian).

Bida, O. A., Kuzminskyi, A. I., & Kuchai, O. V. (2019). Professional subjectivity of the future primary school specialist: philosophical aspect. Humanitarian studies: pedagogy, psychology, philosophy. International Scientific Journal, 10(4), 100-108. (in Ukrainian).

Correa Cruz, L., López de Parra, L., Rojas Bahamón, M. J., & Arbeláez Campillo, D. (2017). Normatividad y estrategias de formación de profesores en tecnologías de la información y comunicación. Academia Y Virtualidad, 10(1). https://doi.org/10.18359/ravi.2199

Glebova, N. I. (2018). Social competence of the future specialist in the social-subject sociological discourse. Habitus, 6, 40-45. (in Ukrainian).

Kolodko, T. M. (2018). Subjectivity as an integrative property of the professional competence of the future foreign language teacher. Science and Education a New Dimension. Pedagogy and Psychology, VI(69), 12-16. (in Ukrainian).

Moroz, R.A. (2018). Psychological and pedagogical principles of formation of professional subjectivity of future psychologists. Monograph. Mykolaiv: Ilion. (in Ukrainian).

Navrotska, M., & Malikhin, O. (2018). Stages of development of students' subjectivity in the process of professional training. Young scientist, 10(62), 78-81. https://molodyivchenyi.ua/index.php/journal/article/view/3708 (in Ukrainian).

Novitska, I. V. (2011). Development of creative activity of the future teacher in the process of professional and pedagogical training. Bulletin of Zhytomyr State University, 60, 124-128. (in Ukrainian).

Olefir, V. O. (2016). Psychology of self-regulation of the subject of activity (Dissertation. ... Dr. psych. Sciences) Ukrainian Academy of Engineering and Pedagogy, Kharkiv. (in Ukrainian).

Onishchenko, I. (2021). Professional subjectivity as a factor in the formation of motivation for professional activity in future primary school teachers. Collection of scientific papers. Problems of modern teacher training, 2(24), 14-22. (in Ukrainian).

Ostapchuk, O. E. (2007). Professional self-development and self-design in the system of pedagogical education. Way of education, 4, 13-18. (in Ukrainian).

Prymachok, L. (2019). Subjectivity as a necessary component of the professional development of a specialist in physical rehabilitation. Collection of scientific works: Problems of modern psychology, 46, 327–347. https://doi.org/10.32626/2227-6246.2019-46.327-347 (in Ukrainian).

Radchuk, G. K. (2014). Axiopsychology of the higher school: Monograph. Ternopil: TNPU named after V. Hnatyuk. (in Ukrainian).

Radchuk, H.K. (1992). Formation of self-assessment of professionally significant personality qualities of a high school student when choosing a teaching profession. (thesis Ph.D). psychol. Sciences, State University T.G. Shevchenko Kyiv (in Ukrainian).

Volyanyuk, N. Yu. (2006). Psychological foundations of the professional development of a trainer-teacher (Thesis dr. psychol. Sciences) G. S. Kostyuk Institute of Psychology, APS of Ukraine, K., 34. Institute of Psychology named after HS Kostyuk, APN of Ukraine (in Ukrainian).

Vovk, V. O. (2015). Formation of the subjectivity of the future specialist in the environment of higher education. Scientific notes of the National University "Ostroh Academy", 2, 19-27. (in Ukrainian).

Yagupov, V. V. (2016). Professional subjectivity, the subject of military-professional activity as an integral result of the professional training of officers. Theory and practice of professional skills in the conditions of lifelong learning: monograph. Zhytomyr: View of Ruta, 223-233. (in Ukrainian).

Yagupov, V. V., Kryshtal, N. A., & Korol, V. N. (2012). Professional subjectivity of officers of the Ministry of Emergency Situations of Ukraine. Collection of scientific works of the B. Khmelnytskyi National Academy of the State Border Service of Ukraine, 64, 129-133. (in Ukrainian).