DOI: 
http://dx.doi.org/10.15293/1813-4718.2604.14
UDC: 
378.147:159.923.2
Guseynov Shagid F.
post-graduate student, lecturer at the Physics and Technology Institute, Petrozavodsk State University, guseinovshagid@mail.ru, Petrozavodsk
Abramova Victoria V.
Senior Lecturer at the Institute of Childhood, Novosibirsk State Pedagogical University, virtal.abramova@yandex.ru, Novosibirsk

The student’s Independent Work as a Space for the Development of Subjectivity and Professional Identity

Abstract: 
Introduction. The article examines the potential of students’ independent work as a space for the formation of subjectivity and professional identity. The relevance of the research is determined by the requirements of the Federal State Educational Standard for the formation of bachelor’s competencies in the field of self-organization, critical thinking and reflection, as well as the existing contradiction between the theoretical understanding of subjectivity as the ability to be the author of one’s activities and the formal implementation of independent work in the practice of universities. The purpose of the work is to substantiate and demonstrate using empirical material how independent work can become an effective tool for the development of subjectivity and professional identity of students in the pedagogical field. To achieve this goal, the theoretical and methodological foundations of the relationship between independent work and subjectivity and professional identity are revealed, and effective task formats are described and tested. The methodological basis of the research consists of subjectactivity, competence, contextual and axiological approaches. The main method was the analysis of the products of students’ independent work. The analysis focused on manifestations of subjectivity and signs of professional identity formation. The results of the study revealed the dynamics of students’ understanding of their professional role: from external motives to internal ones. It is shown that tasks with an open result stimulate planning and responsibility, cases and analysis of ambiguous situations contribute to the correlation of personal attitudes with professional norms, and reflexive practices link these processes together. The examples of the essay demonstrate the movement of students from generalized ideas about the profession to a conscious professional position. Typical difficulties and professional discoveries are also recorded. In conclusion, it is emphasized that the maximum effect is achieved with a combination of contextual tasks, open assignments and reflective practices. The need for a differentiated approach based on the course of study was noted: junior courses require clearer guidelines, senior courses are ready for independent choice. It is concluded that purposefully designed independent work acts as a resource for professional self-determination and allows the future teacher to become a subject of activity and a carrier of professional identity.
Keywords: 
students’ independent work; professional training; subjectivity; professional selfawareness; professional growth; selfimprovement; professional identity
References: 

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