Development of teacher’s professional readiness for subject-subject relations as a condition for developing the educational independence of the high school students

The study deals with the problem of developing teacher’s readiness for subject-subject relations with the high school students in order to develop their educational independence. The paper provides an overview of the social and cultural situation of introducing the Federal State Educational Standard as the legal foundation of the problem under review. The research describes the process of training teachers to design individual educational outcomes and individual educational path of the high school students in the subject-subject interaction. Basic goal-setting processes, forecasting, finding resources and evaluation results are modeled during the productive games when teachers solve the problem situations. The study identifies the social claims of the high school students and their role in the context of planning for individual educational outcomes. The research describes types of further education focused on developing teacher’s readiness for subject-subject interaction with students. It reveals the teaching problems that must be faced by teachers, their solutions and evaluation of educational independence of the high school students.