PEDAGOGICAL SUBJECTNESS AS A PHENOMENON OF EDUCATIONAL PRACTICE AND A THEORETICAL CONCEPT
Back to articles of current journal| PDF: |  |
Author(s): | Eremeeva O. A., |
| Number of journal: | 3(76) | Date: | September 2026 |
| Annotation: | The current situation in education — marked by the digital transformation of schooling, the growing weight of external regulation on the teacher’s work, and the rethinking of settled ideas about the teaching profession — brings to the fore the problem of conceptualizing pedagogical subjectness. The article aims to substantiate pedagogical subjectness both as an integral phenomenon of educational practice and as a theoretical concept that integrates the category of subjectness with the problematics of the teacher’s professional identity. Methodologically, the study rests on a theoretical analysis and systematization of Russian and international approaches, drawing on comparative, conceptual and categorial analysis. The results describe the elements that make up the structure of pedagogical subjectness, which may also be treated as a structural-functional model expressing the essence of the phenomenon. The concept is related to a number of adjacent ones: the ability to reflect, the comprehension of existential being in the profession, and professional identity. A content analysis of subjectness and professional identity reveals their dialectical interconnection as, respectively, a factor of variability and a factor of stability. The paper considers the consequences that follow when particular components of subjectness develop defectively an issue that matters for the tasks of pedagogical and psychological support. It further shows the role of such components of the teacher’s subjectness as the meaningfulness of one’s life course, communicative competencies, and the individual style of activity, the latter being regarded as a meta-factor in the development of subjectness. It is concluded that pedagogical subjectness constitutes an integrative personal and professional formation that combines a value-based attitude towards the learner and towards oneself, reflexivevolitional regulation, meaningful work with experience, and readiness for dialogue; its theoretical elucidation provides grounds for empirical research and for designing conditions that foster the teacher’s professional development. | ||
| Keywords: | pedagogical subjectness, teacher’s professional identity, reflection, reflected subjectness, dialogic interaction, subject-subject interaction, teacher’s professional development, individual style of activity, existential meaning, value-based attitude, personality-oriented approach, professional agency |
||
| For citation: | Eremeeva O. A. Pedagogical subjectness as a phenomenon of educational practice and a theoretical concept. Biznes. Obrazovanie. Pravo = Business. Education. Law. 2026;3(76):393—398. DOI: 10.25683/VOLBI.2026.76.1691. |
||