METHODOLOGY OF FORMING THE SUBJECT POSITION OF FUTURE TEACHERS IN THE CONTEXT OF PERSONALLY CENTERED LEARNING

Abstract

The article considers current problems of modernization of professional training of teachers, which forms the basis for competitiveness of graduates in the labor market. The author focuses on humanistic and innovative-exploratory approaches to teaching, contributing to the multifaceted development of the personality of the future teacher. The concepts of individuality, subjectivity and their socio-cultural determinacy are comprehended, which serves as a theoretical basis for rethinking didactics in the personality-centered paradigm. The importance of variability of teaching methods that stimulate critical thinking and metacognitive flexibility, as well as constant reflexive monitoring of pedagogical practice is noted. The article describes principles of collaborative pedagogy that ensure the autonomy of the learner, and the need for an interdisciplinary analysis of physiological, biogenetic and psychogenetic factors in the formation of professional identity. The role of subjective responsibility and freedom of goal-setting in co-authorship of the teacher and the student, forming a harmonious educational environment, is emphasized. The importance of continuous professional self-education and flexibility is taken into account.