Technology for development of teacher’s professional subjectivity in the system of additional professional education

Statement of the problem. This article examines various aspects of a teacher’s professional subjectivity. Of these, the most significant is the issue of developing technology for the development of a teacher’s professional subjectivity in an educational organization of additional professional education The purpose of the article is to present the technology of developing the professional subjectivity of a teacher in an educational organization of additional professional education and and to substantiate the basic characteristics of each of its stages. Methodology (materials and methods). The methodological basis of the research is personal and activity-based approaches that make it possible to interpret a teacher involved in the system of additional professional education as a person, as a figure who manages his own educational activities and is responsible for its process and results. The research methods were the study of scientific works by Russian and foreign scientists; the analysis of the organization of training in the system of additional professional education, focused on the professional development of a teacher, on the development of their professional subjectivity; description of the technology of teacher’s professional subjectivity development. Research results. Based on personal and activity-based approaches, a technology for the development of a teacher’s professional subjectivity in the organization of additional professional education has been developed. Its main components are presented: purpose, objectives, and stages (research-wise, applied, comparative and generalizing). Each of the stages is described in detail, the main types of activities carried out within a specific stage are described, and ways of implementing such activities are presented. Conclusion. The technology presented in the article for the development of a teacher’s professional subjectivity in the organization of additional professional education is an integral education, the components of which are closely related, are in a relationship of interconnection and mutual influence. This technology helps to solve the problem of more comprehensive preparation of teachers for the implementation of labor functions and actions, for the implementation of federal state educational standards of basic education through the development of their professional subjectivity, through obtaining new competencies necessary to perform the functions of a teacherhead of children’s project teams, teacher-mentor, teacher-tutor, etc. The professional subjectivity of a teacher is based on the skills of regulating their own professional activities aimed at organizing the educational activities of students, as well as on the skills of regulating the teacher’s own educational activities in the process of professional development. The development of professional subjectivity provides the teacher with the opportunity to adapt more fully to the teaching profession.