Development of pedagogical subjectivity in the context of monitoring activities of teachers of professional educational organizations

The research problem and the rationale for its relevance. Pedagogical subjectivity is a quality of personality that ensures the success of professional and pedagogical activities. Currently one of its important functions is the implementation of monitoring, including results of professional training. The author considers this quality of personality as a necessary tool of monitoring activities, which allows the teacher to purposefully change the corresponding object. In the presented context, it is the professional readiness of future workers. So, the relevance of the article is due to the contradiction between the need of professional educational organizations in monitoring and the lack of subjectivity of teachers-practitioners in its implementation. The expediency of developing this subjectivity by means of professional training was described. The goal of the research is methodological characteristics of the development of pedagogical subjectivity in the context of monitoring activities of teachers of professional educational organizations. Methodology (materials and methods). The concepts of target and activity approaches are the methodological basis for its achievement. Results. The article offers methodological recommendations for the development of pedagogical subjectivity in the context of monitoring activities of teachers of professional educational organizations. The article describes the process of professional training, which includes installation, productive and reflexive stages. An effective way to implement them is to use methods of active and interactive interaction of students, which involves their inclusion in productive activities. The result of it is the fund of evaluation facilities. The processes of goal formation, goal attainment and reflection of teachers of special disciplines in the context of their professional development are specified. The practical significance of the article lies in possibility of using the presented method of professional training, which includes tasks that ensure the development of pedagogical subjectivity of the monitoring activity of the teacher.