Модель развития субъектной позиции учителя в педагогическом сообществе в общеобразовательной организации

The teacher's entry into the reference social group is determined for a psychological mechanism for the development of subjective position. The functions of such groups are fulfilled by the pedagogical community in the general educational organization. The positive influence of the pedagogical community on the development of the teacher's subjective position is substantiated. A model for the development of the teacher's subjective position in the pedagogical community in a general education organization is presented. The model defines the basic semantic lines within which the corresponding process is carried out. The first semantic line concerns the modern installation, connected with the orientation towards the achievement of the modern quality of general education. The second semantic line has a managerial context and it is manifested in the need to comply with regulatory requirements in terms of ensuring the openness of the activities of the general education organization. Therefore, we are talking about the implementation of professional activities by the teacher against the background of an open system of general education, as well as the possibility of participation in it to the public. The third semantic line reflects the leading trend in the general education system and manifests itself in the preparation of a general education organization for the implementation of activities in the conditions of new professional standards. The development of the model confirms the thesis that the pedagogical community has the necessary substantive and organizational and pedagogical means that are fully capable of providing a controlled change in the subjective position of the teacher.