Subjective Space Of Possible Action And The Level Of Students Subjective Position

Abstract

The level of subjective position of the teacher influences its development in students. The study aims at studying the relationship between the subjective space of students’ possible action and the level of their subjectivity. The subjective space of possible action implies the subject’s representation of possible actions in the form of an integral system of representations about those actions in choice situations. 32 students of the second baccalaureate year in the department of Pedagogical education (preschool education and primary education) take part in the study. We describe ten problem pedagogical situations. The subjects are instructed to bring as many options as possible for possible action in each situation. According to the results of the study, two groups are identified - with a narrow and broad subjective space of possible action. In the both groups, the level of subjective control is determined as a criterion of subjective position. In the group of the subjects with a narrow subjective space of possible action, the predominance of external control is found. In the group of the subjects with a wide subjective space of possible action, the predominance of the internal control is revealed. We have come to the conclusion about the connection between the characteristics of the subjective space of possible action (narrowness-latitude) and the level of development of the student's subjectivity.

Keywords: The subjective space of possible actionsubjectivity

Introduction

Education is a process in which cooperation between the teacher and the pupil is inevitably carried out. The emotional state of the child, the formation of his educational motives, and his development depend on the characteristics of this educational cooperation. L.S. Vygotsky believes that it is education that leads to the development of the child, relying on the cooperation of the child and the adult within the zone of proximal development (Vygotsky, 1935). Analyzing existing educational strategies, N.E. Veraksa concludes that the most productive strategy in the educational work with preschool children is the amplification of development (Zaporozhets et al., 1965). According to this, the child's life must be saturated as much as possible with the various types and forms of activity that make up the basis of childhood and allow him to successfully enter adulthood in the future. This requires the maximum possible support of the children's initiative on the part of the teacher, support of the selfless activity of children (Veraksa, 2012, 2014). The level of subjectivity of the teacher influences not only his activity and self-development, but also the nature of his relationships with trainees, in particular, the attitude of the teacher to the children's initiative and creative activity. Attitude to oneself as a doer generates the same attitude towards others, including your students. Therefore, in the process of teaching students in a university it is important to develop a subjective position in their own educational and professional activity and their readiness to be the subject in the future professional pedagogical activity.

Problem Statement

The factors and prerequisites for the development of subjective position of the students in the process of studying at the university have not been studied. As one of the factors of development of subjectivity, one can single out the ability to represent a wider range of possible actions than those that will be realized. Representation by the subject of possible actions in the form of an integral system of representations about those actions in a choice situation, we call the subjective space of possible action (Bagova, 1999).

Research Questions

• Are there any individual differences between students in the subjective space of possible action in the problem of pedagogical situation?

• Are there any individual differences at the level of subjectivity of students?

• Is there any relationship between the subjective space of possible action and the level of subjectivity of students?

Purpose of the Study

The purpose of this study was to examine the relationship between the subjective space of possible action and the level of subjectivity of students.

Research Methods

We used the method of questioning, «The method of investigating the level of subjective control» (LSC) (Bazhin et al. 1984) and quantitative and qualitative processing of the results. This method was based on the concept of locus of control by J. Rotter. Locus was a place of control, where a person took control of his life, which was attributed to responsibility for his success and failure. However, according to Rotter, locus of control was considered to be universal in relation to any type of situation: locus of control was the same in both achievements and failures. In developing the LSC methodology, the authors proceeded from the assumption that sometimes unidirectional combinations of locus of control were possible in different types of situations. The methodology LSC has the following indicators: Scale of general internality, Internality scale of failure, Internality Scale of achievements, Internality Scale of family relations, Internality Scale of vocational relations, Internality Scale of interpersonal relationships and Internality Scale of health and disease.

Findings

In the group of the subjects under test with a narrow subjective space of possible action, the predominance of external control was found. In the group of subjects with a wide subjective space of possible action, the predominance of the internal control was detected. We have made the conclusion about the connection between the characteristics of the subjective space of possible action (narrowness-breadth) and the level of development of the students’ subjective position.

Conclusion

The study aimed at studying relationship between the subjective space of students’ possible action and the level of their subjective position. 32 students took part in the study. We described ten problem pedagogical situations. The subjects under test were instructed to bring as many options as possible for possible action in each situation. According to the results of the study, two groups were distinguished - with a narrow and broad subjective space of possible action. In the both groups, the subjective level of control was determined. In the group of the subjects under test with a narrow subjective space of possible action, the predominance of external control was revealed. In the group of subjects under test with a wide subjective space of possible action, the predominance of the internal control was detected. We have come to the conclusion about the connection between the characteristics of the subjective space of possible action (narrowness-breadth) and the level of development of the students’ subjective position.

References

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