2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2021-7-2-0-82403PSYCHOLOGY<strong>E-Learning features in the context of future teachers&rsquo; formation of professional subjectivity</strong><strong>E-Learning features in the context of future teachers&rsquo; formation of professional subjectivity</strong>BudnikovaSvetlana PetrovnaBudnikovaSvetlana Petrovnasvpbu@yandex.ruLeo Tolstoy Tula State Pedagogical University20217200

The network remote format in the process of professional training of future teachers, implemented as a forced measure in 2020, revealed special aspects in the process of forming educational and professional activities and subjectivity of future teachers. The purpose of this study was to find out how a special form of building the educational process was perceived by students and how it affected the structural components of professional subjectivity. The participants of the study were 115 students of all pedagogical courses studying at Leo Tolstoy Tula State Pedagogical University. Among these, 23 students who completed professional teaching practice in the lower grades were assigned to a separate group, as they received experience in implementing the network format in professional teaching activities as teachers. The main method was a quantitative and qualitative content analysis of the text of the students &#39; essay on the topic &quot;My experience of learning through network technologies&quot;, which allowed, using reflexive mechanisms, to identify subjective experiences, features and dynamics of the emotional state, the nature of motivation and attitude to educational and professional activities and its subjects, trends in educational and professional communication. As a result of the study, it was found that the network format of training, as a special reality in 2020, has significantly affected the nature and perception of students&#39; professional learning outcomes. The 6 most intensely experienced by students subjectively perceived features of the distance, network learning format were identified. High-quality professional education requires, to a large extent, direct personal contact and living in a co-existing educational and professional community, as a space of &quot;subject meeting&quot;. Educational and professional community, educational and practical activities, direct educational and professional communication largely determine the formation of professional subjectivity in future teachers.

The network remote format in the process of professional training of future teachers, implemented as a forced measure in 2020, revealed special aspects in the process of forming educational and professional activities and subjectivity of future teachers. The purpose of this study was to find out how a special form of building the educational process was perceived by students and how it affected the structural components of professional subjectivity. The participants of the study were 115 students of all pedagogical courses studying at Leo Tolstoy Tula State Pedagogical University. Among these, 23 students who completed professional teaching practice in the lower grades were assigned to a separate group, as they received experience in implementing the network format in professional teaching activities as teachers. The main method was a quantitative and qualitative content analysis of the text of the students &#39; essay on the topic &quot;My experience of learning through network technologies&quot;, which allowed, using reflexive mechanisms, to identify subjective experiences, features and dynamics of the emotional state, the nature of motivation and attitude to educational and professional activities and its subjects, trends in educational and professional communication. As a result of the study, it was found that the network format of training, as a special reality in 2020, has significantly affected the nature and perception of students&#39; professional learning outcomes. The 6 most intensely experienced by students subjectively perceived features of the distance, network learning format were identified. High-quality professional education requires, to a large extent, direct personal contact and living in a co-existing educational and professional community, as a space of &quot;subject meeting&quot;. Educational and professional community, educational and practical activities, direct educational and professional communication largely determine the formation of professional subjectivity in future teachers.

e-learningdistance learningremote learningsubjectivitypedagogical subjectivityprofessional trainingmotivationteachingcommunityteaching practicee-learningdistance learningremote learningsubjectivitypedagogical subjectivityprofessional trainingmotivationteachingcommunityteaching practiceСписок литературыAkhayan, A.A. (2017), &ldquo;Network personality as a pedagogical concept: an invitation to reflection&rdquo;, The Emissia. Offline Letters, Sankt-Peterburg, 8. (In Russian).Belinskaja, E.P. &ldquo;The Internet and identity structures of the individual&rdquo;, Sotsial&#39;nye i psikhologicheskie posledstvija primenenija informatsionnyh tekhnologij. http://banderus2.narod.ru/70244.html (Accessed 17 December 2020).Budnikova, S.P. (2020), &ldquo;Educational and professional community as a space for the development of professional subjectivity&rdquo;, Pedagogika i psikhologija obrazovanija. 4, 137-152. DOI: 10.31862/2500-297X-2020-4-137-152. (In Russian).Butaeva, U.A. (2019), &ldquo;Non-situational responsibility as an important criterion of maturity&rdquo;, Problemy sovremennogo obrazovanija. 1, 35-40. (In Russian).Zuboff, Sh. (2020), Epokha nadzirajushhego kapitalizma. Bor&#39;ba za budushhee chelovechestva na grani real&#39;nosti [The era of supervising capitalism. The struggle for the future of humanity on the verge of reality], Transl. by Katukov S. Sem&#39; iskusstv. http://7i.7iskusstv.com/y2020/nomer7/zuboff/ (Accessed 20 October 2020).Ligi, M., Trasberg, K. (2014), &ldquo;The reasons for bad faith in studies and students&#39; ideas about the rules of behavior&rdquo;, Voprosy obrazovanija. 4, 184-208. DOI: 10.17323/1814-9545-2014-4-184-208. (In Russian).Orlov, A.A. and Orlova, L.A. (2018), &ldquo;Characteristics of the &quot;network&quot; personality as an innovation in the structure of the content of pedagogical education&rdquo;, Pedagogika, 7, 12-23. (In Russian).Pleshakov, V.A. (2011), Teorija kibersotsializatsii cheloveka [Theory of human cybersocialization], in A.V. Mudrik (ed.), MPGU, Moscow, Russia.Stein, S. Dzh. and Buk, G.I. (2007), Preimushhestva EQ. emotsional&#39;nyj intellect i vashi uspekhi, [EQ benefits. Emotional intelligence and your success], Balans Biznes Buks. (In Russian).Yakovlev, V.F. (2016), &ldquo;Countering academic dishonesty of students in distance learning&rdquo;, Otkrytoe i distancionnoe obrazovanie. 61(1), 14-19. DOI: 10.17223/1609544/61/2. (In Russian).El Maarouf, M. D., Belghazi, T., and El Maarouf, F. (2020), COVID &ndash; 19: A Critical Ontology of the present. Educational Philosophy and Theory. DOI: 10.1080/00131857.2020.1757426.Loes, C.N., Salisbury, M.H., and Pascarella, E.T. (2015), Student perceptions of effective instruction and the development of critical thinking: A replication and extension. Higher Education, 5, 823-838. DOI: 10.1080/0022 1546.2017.1291257.Mohr, K.A.J. and Mohr, E.S. (2017), Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1, 9-28. DOI: 10.15142/T3M05T.Rotova, N.A. (2018), Development of independence among future primary school teachers by applying interactive learning methods. Journal of Education and e-Learning Research, 5(2), 118-121. DOI: 10.20448/journal.509.2018.52.118.121.Suler, J. (2004), &laquo;The Online Disinhibition Effect&raquo;. Cyber Psychology &amp; Behavior. 7(3), 321-326. available at: https: // www.researchgate.net/publication/8451443 (Accessed 1 December 2020). DOI: 10.1089/1094931041291295.Verpoorten, D., Parlascino, E., Andr&eacute;, M., Schillings, P., Devyver, J., Borsu, O., Van de Po&euml;l and J.F., Jerome, F. (2017), Blended learning - Pedagogical success factors and developmentmethodology. University of Li&egrave;ge, Belgium: IFRES, available at: http://hdl.handle.net/2268/209645 (Accessed 15 November 2020).