Implementation of the subject position in the process of forming a culture of continuous education of teachers

The research problem and the rationale for its relevance. The article actualizes the problem of insufficient preparedness of teachers to implement the subjective position in the process of the formation of a continuing education culture in the continuing education system. The timeliness of the research is due to the solution of the tasks of the federal project “Teacher of the Future” in terms of providing scientific and methodological support for the continuous professional growth of teachers in the implementation of individual educational routes. The goal of the research: to develop and theoretically substantiate the stages and components of the methodology for designing and implementing an individual educational path for educators as an indicator of the manifestation of subjective position. Methodology (materials and methods). The study was based on the main provisions of the cult urological and activity approaches. The solution of theoretical and practical research problems is based on the analysis of pedagogical and philosophical literature, intellectual design and modeling. Results: From the position of the theory of culture, the structural components of the process of lifelong education of the teacher are determined. The concept of “the formation of a teacher's continuing education culture” has been clarified. The levels (necessary, sufficient, optimal, progressive) and the characteristics of the studied phenomenon are determined. The components of the structural-dynamic model of the process of formation of the studied phenomenon are highlighted. A methodology for the implementation of the individual trajectory of education of teachers is presented as a pedagogical condition that ensures the development of the subjective position in the process of the formation of a culture of continuing education.