Poly-subject concept of pedagogical education

Statement of the problem. This article develops a poly-subject perspective on pedagogical education as an analysis of the forms of joint activity in which collective subjectivity emerges. In the context of regulatory shifts and deficits, the sustainability of education is determined not by the sum of individual efforts, but by the alignment of the goals, competencies, and responsibilities of actors. The purpose of the article is to develop a theoretical justification and determine the conditions for implementing the poly-subject concept in the system of training future teachers. Methodology (materials and methods). The study applies conceptual and terminological analysis, a review of Russian literature, system-vector modeling, structural-topological role mapping, and an analytical reconstruction of the life cycle of a poly-subject. Research results. The poly-subject concept of pedagogical education is distinguished from the concept of the poly-subjectivity of an individual. The definition of a poly-subject is introduced as an environment-dependent, stable configuration of interactions. The conditions of nonlinear coordination (values, rules, communication connectivity, emotional-value module), the phases of formation and decay, as well as the role of the educational environment and feedback mechanisms are described. Validation is demonstrated using materials from the ‘university-secondary school-community’ network collaboration. The productivity of a synergetic approach is demonstrated: shifts are triggered by small impacts at ‘sensitive’ points, while development is supported by institutions of reflection. The role of emotional intelligence in reducing communication losses and increasing the coordination of actions is noted. Conclusion. The poly-subject architecture of teacher training requires designing open environments and institutions of distributed responsibility; the resulting ‘common vector’ of joint action exceeds the sum of individual contributions, ensuring educational development effects.