Business game as a method of developing teacher’s subjectivity

The research problem and the rationale for its relevance. The key figure in the development of education is a teacher who has a high level of professionalism, an active professional position, which determines, among other things, his innovative activity in professional activities. The article is devoted to solving the problem of increasing the professionalism of a teacher. The goal of research is to describe the structure of the business game, its practical application and pedagogical conditions for implementation in the advanced training system, developed from the position of integrating activity, synergy, coaching approaches, which is a psychological and pedagogical mechanism for the formation of the teacher's subjectivity. Methodology (materials and methods). Project teams of teachers (112 people) from the Lyceum of Istra, Secondary School No. 19 of Krasnogorsk, Moscow Region, took part in the experimental work. Quantitative and qualitative assessment was carried out according to the methods of determining the level of reflexivity (A. V. Karpov, V. V. Ponamareva), motivation of professional activity (K. Zamfir, modification by A. Rean), readiness for professional and pedagogical self-development (N. P. Fetiskin and others), the questionnaire “Portrait of an innovator” (Sh. Schwartz, modified by D. O. Koroleva), personal creativity (E. E. Tunik). Results. A business game has been developed from the position of integrating activity, synergetic, coaching approaches, which is a psychological and pedagogical mechanism for the formation of the subjectivity of a teacher, related to the scientific novelty of the study. The structure of the business game has been developed from the position of integrating the above approaches, which determines the pedagogical management of the motivation of the teacher's activity, which is the theoretical significance of the study. A specific business game “Pedagogical brands of the school - its pride”, developed on the basis of the structure of the business game reflected in the article, methodological recommendations for the development and conduct of a business game, which determine the practical significance of the study, are proposed. The problem solved in the study of the implementation of the psychological and pedagogical mechanism for the formation of the subjectivity of the teacher will contribute to the expansion and enrichment of the theory of management associated with the theory of motivation, and will require in the educational process to conduct business games for teachers that determine their conscious, free inclusion in innovations, their occupation of a professional position innovative teacher.