Release:2017, Vol. 3. №1
About the author:Sergei A. Gilmanov, Dr. Sci. (Ped.), Professor, Department of Pedagogy and Psychology, Yugra State University (Khanty-Mansiysk); email@example.com
In this article on the basis of the analysis of publications that tackle the subject position of a student in the educational process, and on the empirical study of the real manifestation of the subject position of students in educational interactions the author justifies the presence of the four types of students’ subjective positions. The author proposes general guidelines for the development of the level of subjectivity in the university educational process. The author distinguishes such types of subjective positions of a student as a “subject of educational interaction”, “subject of task decisions”, “subject of educational activity”, “subject of vocational education”, considering them as certain levels in the process of shaping the position of the professional activity subject. The author emphasizes that it is impossible to develop pedagogical techniques, to create tools, methods, forms of training, directly aimed at the development of professionally oriented subject position of students. The author states that it is possible to identify only general guidelines of this development. They are: emphasis on the correlation of educational and professional activities; promotion for reflective activities; expanding the ways of updating a subjective position to life-long learning, and the subjectivity of practical training. The author believes that the main resource for the development of subjective position of a student in educational interactions is the corresponding position of the teacher, the teacher’s creative individuality.