Psychological and pedagogical conditions for the formation of professional subjectivity of future teachers

Background. Modern documents regulating state policy in the field of education (the national project "Youth and children", the national project "Personnel", etc.), as the priority goals of the national development of the Russian Federation put forward the improvement of the process of professional training of future specialists. In this regard, the problem of training a competitive specialist in the field of education, who is able to efficiently and effectively implement professional and pedagogical functions in practice, becomes urgent. Purpose. The purpose is to describe the implementation of psychological and pedagogical conditions that contribute to the successful formation of professional subjectivity of future teachers. Materials and methods. Analysis of the psychological and pedagogical literature on the research problem, pedagogical experiment, observation, Fisher's φ-criterion for mathematical data processing. Results. Based on the analysis of psychological and pedagogical literature, the concept of professional subjectivity of a future teacher is clarified as a complex integrative personality quality of a future education specialist associated with his activity, independence and initiative in educational and professional activities, allowing him to successfully and creatively master and put into practice future professional and pedagogical functions. Based on the results of the research analysis, psychological and pedagogical conditions for the formation of professional subjectivity of future teachers are proposed, taking into account the specifics of the educational space of the pedagogical university. Based on the results of the conducted pedagogical experiment, the effectiveness of the implementation of pedagogical conditions for the formation of professional subjectivity of future teachers in the study of pedagogical disciplines by students has been proved.