Volume 12 - Issue 66
/ June 2023
95
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.66.06.10
How to Cite:
Stryzhakov, A., Khrolenko, M., Matsenko, L., Koycheva, T., & Moiseienko, N. (2023). Formation of the professional subject of
future psychological and pedagogical specialists in higher education. Amazonia Investiga, 12(66), 95-104.
https://doi.org/10.34069/AI/2023.66.06.10
Formation of the professional subject of future psychological and
pedagogical specialists in higher education
Становлення професійної суб’єктності майбутніх фахівців психолого-педагогічного
напряму в середовищі вищої освіти
Received: May 14, 2023 Accepted: June 30, 2023
Written by:
Artem Stryzhakov1
https://orcid.org/0000-0003-1407-939X
Maryna Khrolenko2
https://orcid.org/0000-0002-2118-1977
Lesya Matsenko3
https://orcid.org/0000-0003-2939-4229
Tetyana Koycheva4
https://orcid.org/0000-0002-5518-4260
Natalia Moiseienko5
https://orcid.org/0009-0001-3896-3668
Abstract
The article substantiates the peculiarities of the
formation of professional subjectivity of future
specialists in the field of psychology and
pedagogy in the environment of higher
education. The essence of the concepts
"subjectivity", "subject", "professional
subjectivity of a specialist" is revealed. The
stages of the development of students'
subjectivity in the process of professional
training are distinguished: the objective-
subjective stage of development; the objective
stage of development; the subjective-objective
stage of development and the actual subjective
stage of development. The main functions of the
student as a subject of activity are considered.
When considering the possibilities of
development of the individual's subjectivity, the
mechanisms that determine the direction and
dynamics of the progress of the personal and
professional formation of the individual and its
development are grouped. It is proved that the
1
Ph.D. in Pedagogy, CEO, LLC “Tsyfromarket”, Ukraine. WoS Researcher ID: HJE-8354-2022
2
Doctor of Pedagogical Sciences, Associate Professor of the Department of Biology and Basics of Agriculture, Oleksandr Dovzhenko
Hlukhiv National Pedagogical University, Ukraine. WoS Researcher ID: AAS-9646-2021
3
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Pedagogy Department, National University of
Life and Environmental Sciences of Ukraine, Ukraine. WoS Researcher ID: ISB-5279-2023
4
Doctor of Pedagogical Sciences, Full Professor, Professor of the Department of Pedagogy, State Institution “South Ukrainian
National Pedagogical University named after K. D. Ushynsky”, Ukraine. WoS Researcher ID: GOM-8070-2022
5
Candidate of Philological Sciences, Associate Professor of the English Grammar Department of Odesa I. I. Mechnikov University,
Ukraine. WoS Researcher ID: HZM-0976-2023
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student's subjectivity manifests itself in the
process of activating the following mechanisms:
self-actualization, self-development, self-
presentation, self-realization, and self-
determination. In the radius of the educational
environment of the higher school, attention is
paid to the conditions, and the possibilities of
realization of the internal possibilities of the
formation of subjectivity are determined.
Keywords: subject, subjectivity, professional
subjectivity, future specialists, higher education.
Introduction
The educational sector occupies an integral part
of the formation of the personality, its
development, and the society in which a person
is located. At the current stage of the
development of society, there are changes in both
the goals of education and the essence of the
educational field, which in the process of
professional training affect the development of
students as "subjects".
In today's life, understanding the importance of
education makes it possible to attach great
importance to the development of students'
subjectivity and see it as a leading factor for the
development of society and its progress.
One of the main and significant indicators of
students' professional development is the
position of their attitude and readiness for the
future profession. This formed position of
coldness concerning and readiness for the future
profession is its characteristic, which determines
the limit of the education seeker's choice of
professional path, and the limit of understanding
responsibility for carrying out activities and his
behavior during these activities. It is very
important to emphasize that in the process of
professional training, during the student's
understanding of his main professional values
and meanings, the question of the development
of students' subjectivity becomes especially
relevant (Navrotska & Malikhin, 2018).
In pedagogy and psychology, one of the key ones
is the category of subjectivity, which is related to
the concept of "subject", which includes the
following main acmeological characteristics:
− achievement of the highest level of
individual development, the need for its
constant improvement, which is what the
concept of "subject" means;
− ability to self-realization, self-organization,
self-activity, and self-regulation
(Prymachok, 2019).
Therefore, the issues of comprehensive
formation of a personality capable of self-
development, self-education, self-realization,
self-organization, self-activity, and self-
regulation are relevant. There is a need to solve
the given task: the formation of professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education, which is determined by
pedagogical factors, social factors, and cultural
factors. We see the need to find means of forming
the personality itself so that they are effective and
give the expected results. With this approach,
great importance is attached to the professional
subjectivity of the future specialist (Bida et al.,
2019).
Literature Review
M. Navrotska & O. Malikhin (2018) defined the
concepts of "subject" and "subjectivity". The
stages of development of students' subjectivity
were developed, which showed their
effectiveness during the professional training of
specialists. During the development of the stages
of development of the subjectivity of students,
difficulties arose, which scientists showed and
outlined ways to eliminate them in the process of
developing the subjectivity of future specialists.
N. Glebova (2018) showed possible approaches
in the process of personal and professional
development for the realization of the social
competence of the individual and singled out the
ways of modern sociology to study the specifics
of the subject social; at the same time, the
scientist showed the role of the social
environment; in the structure of socialization of
the individual, she named the main regulatory
function of social competence; proposed
Stryzhakov, A., Khrolenko, M., Matsenko, L., Koycheva, T., Moiseienko, N. / Volume 12 - Issue 66: 95-104 / June, 2023
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progressive ideas for the study of social
competences of specialists in sociological
science.
I. Onishchenko (2021), researching future
primary school teachers, showed the peculiarities
of the influence of subjectivity on motivation for
professional activity and the importance of
subjectivity as a factor in the formation of
motivation for professional activity.
V. Vovk (2015) examined the educational
environment of the higher school from a
theoretical point of view, singled out the
psychological and pedagogical factors of the
development of the student's personality as a
subject of educational and professional activity;
showed the problems of becoming a subject of
the future specialist.
T. Kolodko (2018), as an integral property of the
specialist's professional competence, the
professional subjectivity of the future foreign
language teacher is substantiated.
R. Moroz (2018), during the formation of the
professional and essential qualities of the future
specialist, the theoretical and methodological
principles were highlighted and the main
indicators of professional subjectivity were
revealed in the future specialist: professional
initiative in the activity of the specialist; positive
arrangement, self-attitude, structuredness of
personal meanings of professional activity;
interest in the profession; purposefulness, the
activity of the individual in professional self-
attitude; understanding the essence, significance,
advantages of professional activity; qualified
self-development of the individual in
professional activity; clear independent thinking
of a specialist when performing professional
tasks; individualization of specialist activities,
etc.
L. Prymachok (2019) considered the meaning of
subjectivity in the professional training of a
specialist and analyzed the positive aspects of the
subjectivity of a specialist; the main objective
characteristics of the specialist's subjectivity are
singled out and revealed.
V. Yagupov (2016) analyzed the professional
subjectivity of officers, and revealed an
integrally important professional quality of
specialists: the professional subjectivity of
officers, which is based in the professional
sphere on reflection, self-reflection, self-
actualization, self-reflection, gives a way to self-
organization, self-determination, and self-
regulation of professional activity.
The purpose of the study: to substantiate the
peculiarities of the formation of professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education.
Methodology
The following theoretical research methods were
used to solve the tasks set in the work:
categorical, structural-functional, analysis,
systematization, modeling, and generalization.
The study of the formation of the professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education is based on the premise that the
professional training of specialists is an
interactive educational phenomenon, holistic,
systemic, aimed at the formation of a competent,
competitive specialist in the modern world,
capable of solving based on the generalization of
interdisciplinary knowledge of professional
tasks, the implementation of educational goals in
the context of an integrated approach, the
provision of intercultural communication, the
cultural guiding function in the conditions of
globalization.
The technologies of assembly and realization of
the content of the formation of the professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education make it possible to form the
personality of a specialist prepared for life, which
synthesizes professional competence, the special
professional subjectivity of the future specialist
in the field of psychology and pedagogy in the
environment of higher education, the
substructure of the personality, the general
erudition of a person, aimed at purposeful
professional, innovative activity, constant
professional growth. Professional self-
realization, the formation of professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education is provided by a wide range of
educational programs, their opportunities, and
specializations based on the principles of
multilevel, interdisciplinary, diversification,
continuity, etc.
The methodological basis of the study is based
on:
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− the principles of objectivity, scientificity,
systematic and complex approaches,
integrity, interdisciplinary, and
humanization of education;
− psychological-pedagogical, general
provisions of higher school didactics,
provisions for the formation of professional
subjectivity of future specialists of the
psychological-pedagogical field in the
environment of higher education,
continuous professional development of the
specialist, his self-education;
− acmeological principles of formation of
professional subjectivity of future specialists
in the field of psychology and pedagogy in
the environment of higher education,
formation of specialist professionalism;
− andragogical principles, professional and
personal development of specialists in the
field of education;
− provisions of comparative pedagogy and
anticipatory approach to the formation of
professional subjectivity of future specialists
in the field of psychology and pedagogy in
the environment of higher education in the
domestic territory with the application of
elements of progressive experience of other
countries in the formation of professional
subjectivity of future specialists in the field
of psychology and pedagogy in the
environment of higher education.
Results and Discussion
The subjectivity of education acts as self-
adjustment to solve tasks, as the idea of forming
specialists' focus on professional and personal
self-improvement. Complications occur in the
process of self-improvement. For example,
during the creative and professional activity at all
stages of professional socialization and
professional activity, which is constantly
occurring, specialists act as subjects who can
self-organize, i.e., can consciously choose
independently and refer to the chosen profession
as a life priority value, choose the most optimal
practical ways of mastering the chosen
profession from the point of view of their
professional preferences.
We will reveal the content of the concepts
"subject", "subjectivity", and "professional
subjectivity of a specialist".
We consider a person to be a subject in the sense
of a source of knowledge and the transformation
of reality by him; a bearer of activity that
purposefully changes the world, his life, and the
lives of the people around him.
The subject is considered as:
− manager of physical and mental forces;
− a person who creates his own life;
− a person who can change life activities into
a subject of transformation with practical
application in later life;
− a person who can independently evaluate the
methods of his activity, control the course
and results of his behavior, and change the
ways of life.
The subjectivity of students is the ability to make
independent decisions, self-education to
competitiveness when mastering the chosen
profession of future specialists in the field of
psychology and pedagogy in the environment of
higher education in the process of professional
training. While studying in institutions of higher
education, future specialists must understand the
need for quality training for further employment
and for the ability to act competitively as subjects
of training. The education of students in
institutions of higher education differs from the
usual education to which they were accustomed
as schoolchildren (constant supervision is
conducted, and there is an incentive to study).
Here students understand the importance of the
material given to them in the process of
professional training (Navrotska & Malikhin,
2018).
V. O. Olefir (2016) presents the subject from the
point of view of a quality that arises and develops
throughout life; highlights the universal
attributes of the subject: the ability to self-
organize, freedom of choice, self-determination,
integrity, independence, activity, creativity,
integrativeness, reflexivity, autonomy, attitude
towards both subjects and oneself and others.
The concept of subjectivity when choosing and
carrying out one's life activities is presented as a
personality quality, position, personal
characteristic, property, state of personality
development, ability, and various abilities that
express the degree of manifestation of freedom
and personal activity (Aristova, 2017).
With this approach, the subject with different
personalities can reveal the ratio of the ideal of
development and the achieved level, to find a
different degree of integrability, activity, a
different degree of self-determination; present
opportunities, and real measures of its activity.
This is how the concepts of personality, subject,
and individuality are synthesized (Abulkhanova,
2006).
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The professional subjectivity of a specialist is a
professionally important quality that is integral,
which sets a positive attitude towards the
educational space and the students of education,
causes a positive attitude towards oneself as a
subject of the pedagogical activity, shows self-
attitude towards the future profession, which is
based on reflection, self-reflection, their results
and on active and purposeful, active-
transformative opportunities and abilities for
self-actualization in the educational space of an
educational institution, determines the integral
ability in pedagogical activity for self-
organization, self-determination, self-regulation
according to the expediency of actions in
pedagogical situations, with external and internal
criteria efficiency (Bekirova, 2016).
Therefore, the "professional subjectivity of a
specialist" is:
1) since subjectivity is a professionally
important integrative quality and
characterizes holistic activity in professional
activity, it is one of the important
characteristics of both the specialist and his
activity;
2) the professional subjectivity of future
specialists in the field of psychology and
pedagogy in the environment of higher
education is manifested in professional
activity and has a professional character;
3) the formation of the professional
subjectivity of future specialists in the field
of psychology and pedagogy in the
environment of higher education and its
manifestations is based on positive systemic
personal qualities;
4) the level of formation of the professional
subjectivity of future specialists in the field
of psychology and pedagogy in higher
education is determined by various subject
qualities (Yagupov, 2016).
The professional subjectivity of future specialists
in the field of psychology and pedagogy in the
environment of higher education is manifested in
a conscious and active attitude to professional
activity, to oneself, and people. This approach
allows for successful self-actualization and self-
realization in various spheres of future
professional activity, to transform individual
abilities into professionally important personal
qualities. The motivation to achieve success is an
important component of the professional
subjectivity of future specialists and has a great
influence on the choice of a profession, closely
related to the level of individual aspirations and
self-esteem. In the concept of professional
subjectivity, the main concepts are the concept of
"motivation" – this is the systematic formation of
internal and external motives, the interaction and
hierarchy of which is created under the influence
of certain factors (Onishchenko, 2021). And the
concept of "motivation to achieve success", is a
set of goals, needs, and motives that stimulate
specialists to achieve positive results in
educational and cognitive activities, as well as to
be proactive, active, and purposeful in their
achievement (Aristova, 2018).
Justifying the importance of not only the subject
but also the subject of professional activity, we
will bear in mind the correlation of the subject
with mental and social phenomena, believing that
they can be managed and influenced by taking
into account mental processes and states, needs
and interests, motives and values,
psychophysiological, individual psychological
features, neurodynamic properties of the psyche,
developed qualities and formed abilities,
worldview orientations, styles of professional
activity, individual manifestations of personality,
professional knowledge, abilities, skills inherent
in a certain subject (Prymachok, 2019).
We will reveal the stages of the development of
the professional subjectivity of future specialists
in the field of psychology and pedagogy in the
environment of higher education in the process
of professional training:
− objective stage of development;
− objective-subjective stage of development;
− subjective-objective stage of development;
− a subjective stage of development.
The analysis of each stage shows that at all stages
of the development of subjectivity, students have
difficulties and the speed and quality of
overcoming which depends on their desire to
achieve professionalism when mastering the
future profession, and self-motivation
(Navrotska & Malikhin, 2018).
The formation of the professional subjectivity of
future specialists in the field of psychology and
pedagogy during their studies at a higher
education institution occurs as an interaction of
two processes:
− externally determined professional and
personal development (implementation of
motives, needs, goals, and tasks);
− internal (related to the student's personality).
The idea of the formation of professional
subjectivity of future specialists in the field
of psychology and pedagogy in the
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environment of higher education consists in
considering the student as a bearer of
activity, striving for the realization,
disclosure, and deployment of his internal
potentials (axiological, epistemological,
creative, communicative). At the same time,
the task of higher education is to help the
student realize the need for self-creation,
create appropriate pedagogical conditions,
to initiate the desire for self-development of
the individual (Radchuk, 2014).
Let us consider the functions of the student as a
subject of activity, in the formation of the
professional subjectivity of future specialists in
the field of psychology and pedagogy in the
environment of higher education, which consists
of:
− self-realization (disclosure, objectification,
discovery of one's essential strengths);
− self-knowledge (mental, reflective activity,
awareness of the individual as a self-
directed, independent individual);
− self-affirmation (attitude towards oneself
and self-awareness through revealing one's
"I" to other people);
− self-regulation (management of one's
development);
− self-determination (formation of a semantic
system of ideas about oneself as a person);
− self-actualization (realization of all
possibilities and abilities);
− self-assessments (comparison of strategy,
potential, result, the process of own and
other educational and professional activities)
(Vovk, 2015).
We will group the mechanisms of formation of
professional subjectivity of future specialists in
the field of psychology and pedagogy in the
environment of higher education, which
determine the direction and dynamics of personal
and professional development and formation:
1) the mechanism of essential self-reliance
creates the possibility for the subject to
penetrate the very essence of his system of
motives, and driving forces, to subordinate
motivational tendencies to realize the unique
and new not only in himself but also in the
world space;
2) the self-building mechanism consists in the
formation of the professional aspirations of
the subject, which are connected not only
with the idea of the significance, essence,
and purpose of the professional activity of
the object but also with life as a whole;
3) the mechanism of self-determination is
necessary for the functional provision of
optimal comparison of the finding of means
and goal-setting processes, on the one hand,
with the possible dynamics during constant
monitoring of the conditions for their
implementation, on the other;
4) the mechanism of self-realization ensures
the constant development of the subject's
creativity, the full realization of his
capabilities, and the development of a
flexible and adequate healthy "self-concept"
(Volyanyuk, 2006).
The student's subjectivity is manifested in the
process of activating the mechanisms of self-
actualization, self-development, self-
presentation, self-realization, and self-
determination.
A student, as a subject of educational and
professional activity, is characterized by:
achieving a high level of creative independence,
improving the ability and skills of self-education,
creativity, inner freedom, the presence of
personal meanings of the acquired knowledge,
and inner motivation. At the same time, the
educational environment of the higher school
affects the formation of the professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education, setting and determining the
conditions for realizing the internal possibilities
of the formation of subjectivity.
The educational space under adequate conditions
for the formation of the professional subjectivity
of future specialists in the field of psychology
and pedagogy in the environment of higher
education forms and determines the features of
the realization of the potential of future
professionals (Vovk, 2015).
The formation of professional subjectivity of
future specialists in the field of psychology and
pedagogy in the environment of higher education
is most clearly manifested in overcoming
obstacles, risk situations, in activity, i.e. creative
transformation of the surrounding reality and
oneself. At the same time, activity is formed as a
result of the individual's previous interactions
with the outside world and himself and is not
completely spontaneous. Then subjectivity is
connected with dynamic characteristics of the
activity and specific content – what activity is
aimed at, how it is organized and regulated,
initiated, and what is its result.
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Students are the most cultured part of youth in all
countries, which is the main unit in the
environment of higher education, an important
source of reproduction of the intelligentsia, that
is, it is the subject that, first of all, acquires higher
education. The object to which his subjective
activity is directed is "education". The system of
value orientations of the individual, the desire for
new ideas, the intense search for the meaning of
life, and the personal experience gained during
the student period allow the student to reflect on
the personal meaning of education, to show a
subjective position about education, to make a
subjective choice of educational programs.
Teachers should help the student to become the
subject of the activity. Just as subjectivity
ensures the development of personality, its
individuality, and the universality of every
person, it is necessary for the process of self-
improvement and self-development. The
mechanism of professional self-development
accommodates the understanding of one's
professional activity, provides the ability to
analyze the causes of failures and the conditions
of their occurrence, their rethinking, and, at the
same time, the skillful updating of goals and
objectives. The self-development of a specialist
is related to the choice of a professional
development strategy and takes place in the
conditions of adaptation to the profession and
based on the individual's understanding of the
role of the profession and himself in the
profession.
The concretization of the formation of the
professional subjectivity of future specialists in
the field of psychology and pedagogy in the
environment of higher education is connected
with the ratio of "general" and "specific". Thus,
"general" is determined by the specific training
of a future competitive specialist and the
conditions of education in higher education.
Hence, the subject position allows the student to:
subjectively use educational conditions;
determine the personal attitude of the received
education; design and implement an individual
educational position. "Specific" in the institution
of higher education makes the subject position of
the student the subject of future professional
activity.
To increase the effectiveness of training future
specialists, now students, it is necessary to
develop subjectivity in them, the ability to be the
creator of oneself, the subject of activity, and the
ability to study independently. But it is
impossible to become a creative subject of
professional activity if one is not a subject of
educational activity in the process of acquiring
higher education. In this regard, it is necessary to
guide the student to move from one level of
culture of the educational activity to a higher one
– creativity.
The manifestation of the professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education develops and reflects
individuality, the subjectivity of a personal
position, authorship, and the development of
prospects for further self-development; gives the
activity a creative, unique originality, acts as the
antipode of the normative and role position of the
subject. With such an approach, the subjectivity
of the future specialist appears as a special form
of organization, manifestation, active attitude to
oneself as a subject of relations with the
environment, attitude to students as unique
subjects, to professional activity as creative and
innovative, in which his self-development takes
place own existence in the space of professional
activity (Kolodko, 2018).
Let us single out the leading characteristics of the
formation of the professional subjectivity of
future specialists in the field of psychology and
pedagogy in the environment of higher
education:
1) valuable motivation of activity, actions, and
behavior, which demonstrates the causality
of the personality and its activity;
2) activity, which characterizes the individual's
ability to professional activity to achieve its
goals, as a subject of activity to conscious
purposeful actions;
3) the ability to self-reflection, reflection,
which makes it possible to understand one's
motives, actions, one's behavior, and the
behavior of other people, which contributes
to self-control, self-evaluation, self-
regulation, self-determination of one's
actions, deeds, and activities;
4) perceived modality – understanding by the
individual, as a subject of activity, of his
own professional, personal, subject features;
5) variability, which gives an individual the
ability to purposefully determine and
regulate his behavior and independently and
consciously choose means of activity
depending on their modality (Yagupov et al.,
2012).
We will describe the main indicators of
professional subjectivity.
1. Awareness of the essence of professional
activity. The indicator assumes the
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specialist's attitude to the specifics of
professional activity, and the study of its
possibilities. Here, the main role is played by
the qualitative acquisition of professional
competencies, and assimilation of
theoretical knowledge.
2. Enthusiasm for the profession. This is a
conscious belief in the correctness of
choosing a profession. This is the perception
of the essence of professional activity, its
harmonization with goals, needs, attitudes,
and dreams.
3. Positive self-attitude. The attitude towards
oneself is formed based on the idea of the
essence and one's value. There is a
projecting of oneself in the professional
future through awareness of the present
(Radchuk, 1992).
4. Orderliness and structure of personal
meanings of professional activity. This
professional position of the future specialist
is built on the acceptance of the importance
of leading professional tasks. This indicator
assumes a professional interest to direct the
specialist to perform meaningful actions and
develop their norms related to professional
activity.
5. Purposeful activity of the individual in
professional formation. The indicator is
expressed in conscious self-regulation of
actions, and productive performance of
professional actions aimed at accumulating
experience. It is necessary to realize the role
of professional activity in increasing the
level of activity efficiency (Novitska, 2011).
6. Initiative in professional activity. It
manifests itself in creativity, personal
freedom, and creativity. This is the ability
for creative development, and self-design,
which ensures the successful formation of
professional self-awareness (Ostapchuk,
2007).
7. The individual's ability to self-develop in
activities to improve the specialist's
potential, and develop individuality.
8. The independence of a specialist in the
performance of professional tasks implies
the autonomy of the individual in
professional activity, independence, reflects
the level of autonomy of the individual in
professional activity.
9. The individualization of activity is based on
the awareness of weak and strong individual
characteristics, it is manifested in the
individual style of activity, in giving the
individual features of originality and
uniqueness.
10. The responsibility of the employee, the
internal position of a person in which he
takes responsibility for his actions, and
professional development and proves
everything by his personal behavior.
11. Readiness to face the pressure of adverse
factors, the specialist feels the pressure of
adverse factors, which, in the absence of
readiness to face, threaten to reduce the level
of professional success and effectiveness,
while there is a need to develop
psychological readiness for adequate
actions.
12. Reflexivity, analysis of one's self, personal
evaluation of one's professional qualities,
and professional actions about mastering the
position of a professional, which allows the
specialist to mentally "go" beyond the limits
to understand his actions (Moroz, 2018).
It is possible to single out the following aspects
that characterize the formation of the
professional subjectivity of future specialists in
the field of psychology and pedagogy in the
environment of higher education:
1) social, related to the manifestations of the
subject from the point of view of the bearer
of social norms, attitudes and features of
interactions, social identity;
2) acmeological, associated with
characteristics aimed at the development of
professional competence of a specialist,
manifested purely in professional activity;
3) the axiological aspect aimed at the formation
of specialists (Prymachok, 2019).
Conclusions
The peculiarities of the formation of professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education are substantiated. The essence
of the concepts "subject", "subjectivity",
"professional subjectivity of a specialist" is
revealed.
The stages of development of the professional
subjectivity of future specialists in the field of
psychology and pedagogy in the environment of
higher education are presented: the objective
stage of development; the objective-subjective
stage of development; the subjective-objective
stage of development and the actual subjective
stage of development. During studies at a higher
education institution, the formation of a student's
subjectivity takes place as an interaction of two
processes unfolding over time: externally
determined professional and personal
development and internal, related to the student's
personality.
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The main functions of the student as a subject of
activity are highlighted. Mechanisms of the
development of subjectivity are grouped.
Emphasis is placed on the conditions represented
by the educational environment of a higher
school.
The main characteristics of professional
subjectivity are highlighted and the main
indicators of professional subjectivity are
described; three aspects characterizing the
subjectivity of a specialist are listed: social,
acmeological, and axiological aspects.
Further research will be aimed at revealing the
main functions of the student as a subject of
activity.
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