Keyword(s) : subjectivity

This study identifies and characterizes the features of the development of professional subjectivity
of a future teacher in higher education. The research methodology is based on systemic and
interdisciplinary approaches to education, poly-subject, object-subject, and environmental
approaches. The author used theoretical methods (analysis, concretization and systematization
of the characteristics of the teacher’s subjectivity as a teacher in the indicated projections) and
empirical methods (observation; focus groups with students of a pedagogical university studying
at different levels and at different courses; methodology “I and others” by I. Nikolaeva). The study
involved teachers of the Department of Social Pedagogy and students (n=52) of the Voronezh State
Pedagogical University. It found that one of the leading differences in the subjective position of a
teacher as educator is the need to integrate personal and professional subjectivity. This relies on
coordination, and subsequently harmonizes individually significant and accepted value attitudes,
cultural and subcultural preferences, norms and requirements. An attempt is made to analyze the
projections of the teacher as an educator: into the socio-pedagogical environment – the educator as
a sociocultural role and status; into a professional environment – as a separate professional function;
into a personal environment – as a personal and professional attitude and position, which made it
possible to clarify the peculiarities of the formation of professional subjectivity in the context of the
development of the selected projections by the future teacher as an educator. The results confirm
the need to work with the reference area of students as a condition for the success of professional
education at the university, complementing the experience of solving the problems of self-education
and education by a future teacher.