Teacher training for the implementation of meta-subjectivity ideas in teaching

the article examines the problem of introducing the concept of «meta-subjectivity» into the content and outcome of the educational process. The model of preparation of students of a pedagogical university for the compilation and use of meta-subject tasks in the process of teaching mathematics is described. Currently, meta-subjects are legally defined as a category expressing the results of mastering educational programs. The purpose of the articleis to analyze the historical path of the concept of meta-subjectivity in education essence development. The content of each stage of students' preparation for the creating of meta-subject tasks is described in order to form universal educational actions of schoolchildren. The research methodology includes an analysis of theoretical provisions, the content of assignments of final test papers, and teacher surveys. The materials of the scientific and methodological search for the definition of the content of the concept of meta-subjectivity are presented. The influence of this category on the content of school education is shown using the example of mathematics. A definition of a meta-subject task is proposed, and techniques for composing a series of meta-subject tasks are shown, the content of which covers various practical situations and types of human activity. The presented research results may be useful in preparing future teachers to supplement the traditional textbook problem material with meta-subject tasks of a variable nature. The result of the study can serve as a basis for organizing a short-term internship for teachers.

meta-subject, meta-subject educational result, meta-subject task, model of training future teachers