Using cases in the professional development of teachers: the subject-medium approach

Research problem and justification of its relevance . The relevance of the topic is due to the negative consequences of acts of exclusion, the most of which falls on school age. The research problem lies in the following contradiction: on the one hand, there is a requirement for adequate psychological preparation of the teacher to overcome such forms of social exclusion in the school environment as bullying, neglect, lookism and others; on the other hand, in reality, such preparedness turns out to be clearly insufficient. The proposed theoretical material and practice-oriented pedagogical cases are designed to partially fill this gap. The aim of the study is to describe the manifestations of exclusion and the role of the teacher in the emergence of social exclusion, as well as the possibility of ensuring the psychological readiness of the teacher to overcome this phenomenon in school through the analysis of relations broadcast in the subject-spatial environment of the educational organization. Methodology. The research methodology is determined by the leading ideas of the аgent-activity approach, one of its modern versions - the аgent-environmental approach, which also relies on the situational direction in science; the analysis of pedagogical cases was used as the research material. Results. Two pedagogical cases are proposed. The analysis of these cases illustrates the main manifestations of social exclusion in the subject space of the school in the context of the аgent-environmental approach. It is proved that the analysis of relations in the school environment is informative from the point of view of diagnosing the emergence and overcoming of exclusion. Conclusion. Case-studies make it possible to visually acquaint teachers with both the options for manifesting exclusion and the ways to eliminate it.