THEORETICAL FOUNDATIONS OF THE FORMATION OF PEDAGOGICAL SUBJECTIVITY IN THE URBAN PROFESSIONAL EDUCATIONAL SPACE
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Author(s): | Eremeeva O. A., |
| Number of journal: | 2(75) | Date: | June 2026 |
| Annotation: | The article presents the author’s concept of forming pedagogical subjectivity in the urban professional educational space. The subject of the research is the theoretical foundations of the formation of pedagogical subjectivity as an integrative personal professional formation that combines valuesemantic, actiontransformative, reflexive and evaluative, as well as communicative dialogical components. The hypothesis of the study assumes that pedagogical subjectivity is productively formed under conditions of a specially organized urban professional educational space, structurally designed as a professional pedagogical network uniting students of pedagogical universities and practicing teachers. The methodology relies on the philosophy of the subject, the philosophy of dialogue, synergetic, polydimensional, subject-activity, person-centered, dialogical, network and andragogical approaches. Methods of theoretical analysis, synthesis of conceptual lines, reconstruction of authors’ concepts, conceptual modeling and pedagogical design have been applied. As a result of theoretical analysis, the two-layered structure of pedagogical subjectivity (general subjectivity core and pedagogical superstructure), its connection with the teacher’s professional identity, the dynamic states of the professional educational space (balanced, disorganized, self-regulating) and the principles of network activity have been substantiated. The scientific contribution lies in the conceptual distinction between the professional pedagogical space and the professional pedagogical network, in justifying role dynamics as a mechanism of transition from fragmentary subjectivity through adaptive one to mature pedagogical subjectivity, and in revealing the urban specificity of the professional educational space as a resource of dense network connections. The results can be applied in designing systems of continuous pedagogical education in large cities, in the work of resource centers of pedagogical universities and city methodological associations. Limitations of the study are related to its predominantly theoretical nature. Further research presupposes experimental verification of the proposed concept. | ||
| Keywords: | pedagogical subjectivity, professional identity, professional educational space, professional pedagogical network, subjectogenesis, synergetic approach, dialogical interaction, teacher’s reflection, continuous pedagogical education, urban educational environment, role dynamics, humanistic axiology |
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| For citation: | Eremeeva O. A. Theoretical foundations of the formation of pedagogical subjectivity in the urban professional educational space. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;2(75):422—429. DOI: 10.25683/ VOLBI.2026.75.1652. |
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