FORMATION OF BACHELORS’ SUBJECTIVE POSITION USING THE CASE METHOD AND MODELS FOR ORGANIZING JOINT ACTIVITIES
DOI: 10.23951/2307-6127-2020-3-94-100
Self-development and self-organization of the personality are of great importance for the effectiveness of the educational and professional activities of the teacher. The article reveals the possibility of self-development of a bachelor of pedagogical education as the main component of the subject position and subject-subject relations. The interconnection of the key terms: subject, subjectivity, subjective position, subject-subject relations, is characterized. Using diagnostic tools, such as an author’s questionnaire consisting of open and closed questions, the specifics of understanding, the level and reasons for the refusal to demonstrate the subject position by bachelors in the educational process of a pedagogical university are revealed. Processing of the results of the questionnaire was carried out by calculating the average score and content analysis. As a result of the study, it was clarified that many factors influence the manifestation of the students’ subjective position in the process of their study at the university, some of which are the lack of self-organization, self-development skills, the predominant influence of the teacher and the lack of their joint activities. The article shows how, with the help of the case-method, it is possible to build the skill of self-organization of bachelors when organizing joint activities of a teacher and students at a pedagogical university. The substantial similarity of the implementation of the case method with the models of joint activity: authoritarian, leadership, partnership, is indicated. The emphasis is on the fact that, as part of the case method, when organizing joint activities, the main task is to build the subjectivation strategy between the teacher and the students in the process of solving various types of cases that become more complicated for each bachelor’s course. Features of the organization of students’ and teachers’ activities from the reproduction strategy to the strategy of cooperation through the demonstration by subjects of the educational process of their subjective position are presented.
Keywords: self-organization, subject, subjectivity, subjective position, subject-subject relations, case-method, models of joint activity
References:
1. Prikaz Minobrnauki Rossii ot 18.10.2013 N 544n «Ob utverzhdenii professional’nogo standarta «Pedagog (pedagogicheskaya deyatel’nost’ v sfere doshkol’nogo, nachal’nogo obshchego, osnovnogo obshchego, srednego obshchego obrazovaniya) (vospitatel’, uchitel’)» (Zaregistrirovano v Minyuste Rossii 06.12.2013 N 30550) [Order of the Ministry of Labor of Russia of 18.10.2013 no. 544n “On approval of the professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher)” (Registered in the Ministry of Justice of Russia on December 6, 2013 N 30550)] (in Russian). URL: https://krippo.ru/files/Attestac/ord544.pdf (accessed 19 March 2020).
2. Trofimov K. V. Samoorganizatsiya kak usloviye organizatsii zhiznedeyatel’nosti studentov vuza [Self-organization as a condition of organization of university students’ life]. Nauchno-pedagogicheskoye obozreniye – Pedagogical Review, 2019, vol. 5 (27), pp. 9–18. DOI: 10.23951/2307-6127-2019-5-9-18 (in Russian).
3. Slobodchikov V. I., Isayev E. I. Osnovy psikhologicheskoy antropologii. Psikhologiya cheloveka: Vvedeniye v psikhologiyu sub”ektivnosti [Fundamentals of psychological anthropology. Human Psychology: An Introduction to the Psychology of Subjectivity]. Moscow, Shkola-Press Publ., 1995. 384 p. (in Russian).
4. Abul’khanova K. A. Ontologicheskiy podkhod S. L. Rubinshteyna v metodologii izucheniya lichnosti i sub”ekta [The ontological approach of S. L. Rubinstein in the methodology of the study of personality and subject] (in Russian). URL :http://rubinstein-society.ru/engine/documents/document401.pdf (accessed 27 February 2020).
5. Kodzhaspirova G. M. Pedagogika: uchebnik [Pedagogy: textbook]. Moscow, KNORUS Publ., 2010. 744 p. (in Russian).
6. Petrovskiy V. A. Lichnost’ v psikhologii: paradigma sub”ektnosti [Personality in Psychology: The Paradigm of Subjectivity]. Rostov-na-Donu, Feniks Publ., 1996. 515 p. (in Russian).
7. Fedotova G. A. Tvorcheskoye samorazvitiye uchitelya v sel’skom sotsiume kak pedagogicheskaya problema. Dis. ... d-ra ped. nauk [Creative self-development of teachers in rural society as a pedagogical problem. Diss. doct. of ped. sci.]. Veliky Novgorod, 2004. 333 p. (in Russian).
8. Khadzhiyeva M. V. Razvitiye sub”ektnoy pozitsii uchitelya v pedagogicheskom soobshchestve v obrazovatel’noy organizatsii. Avtoref. dis. ... kand. ped. nauk [The development of the subjective position of a teacher in a pedagogical community in an educational organization. Abstract of thesis cand. of ped. sci.]. Groznyy, 2018. 28 p. (in Russian).
9. Prozumentova G. N. Pedagogika sovmestnoy deyatel’nosti: smyslovye konteksty i obrazovatel’naya real’nost’ [Pedagogy of joint activities: semantic contexts and educational reality]. Shkola sovmestnoy deyatel’nosti: razrabotka obrazovatel’nykh programm v razvivayushcheysya shkole [School of joint activities: the development of educational programs in a developing school]. Tomsk, Del’taplan Publ., 2010. Book 5 (in Russian).
10. Pozdeyeva S. I. Obrazovatel’noye soderzhaniye sovmestnoy deyatel’nosti v nachal’noy shkole [The educational content of joint activities in primary school]. Tomsk, Del’taplan Publ., 2004. 310 p. (in Russian).
11. Shvareva O. V. Formy primeneniya keys-metoda v protsesse podgotovki bakalavrov pedagogiki [Types of casemethod application in the training of bachelors of pedagogy]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2015, no. 1 (154), pp. 29–32 (in Russian).
Issue: 3, 2020
Series of issue: Issue 3
Rubric: TEACHER TRAINING AT THE UNIVERSITY
Pages: 94 — 100
Downloads: 725