Conceptual aspects of the formation and development of a multisubject model of pedagogical education in Russia

Background. The purpose of the article is to conceptually substantiate the formation and development of the polysubject model of pedagogical education in Russia, clarify the conceptual apparatus and propose a framework for analyzing its institutional and methodological foundations. The work specifies that a polysubject in education is a special type of community that arises from the integration of many equal participants and has the qualities of collective subjectivity; the provisions on polysubject interaction (I. V. Vachkov) are used as a theoretical support. Methodologically, the model unfolds in the logic of the synergetic approach: contradictions, crises and external challenges are considered as triggers for self-organization and maturation of polysubjectivity (the effect of "growth points" of complex systems). The network form of implementation of educational programs, enshrined in Federal Law No. 273-FZ, as well as initiatives of the period of the national project "Education" (2019-2024) and the creation of centers for continuous professional development of teachers as an infrastructure of horizontal interaction and distributed participation are analyzed as a normative and program framework.

Materials and methods. Within the framework of this methodological framework, working definitions are formulated and clarified, and a coherent research design is proposed: the stage-by-stage formation of a polysubject (initiation – development of interaction – stability – adaptability – self-development) and signs of maturity (collective identity "we", the ability to self-regulate and distribute roles, horizontal cooperation, joint meaning-making and initiation of innovations).

These elements are derived from domestic sources, primarily from the works of I. V. Vachkov and synergetic literature, and are correlated with the legal and organizational framework of modern teacher training.

The study uses a set of methods: systemic structural and synergetic analysis of domestic and foreign pedagogical concepts, strategic documents and regulatory legal acts on network forms of training; modeling, interpretation.

Results. A research design of the stages of development of a polysubject model has been formulated: from initiation (awareness of the need to combine efforts and primary coordination of goals) through the development of interaction (the emergence of stable channels of communication and cooperation), sustainability (the formation of a common structure of roles, procedures and meanings), adaptability (the ability of a community to restructure the distribution of functions and generate new forms of joint activity in response to changes in the environment) – to self-development (a combination of internal motivation of participants, self-regulation and initiative, when the community becomes a source of innovation).

Conclusion. Qualitative growth in teacher training is achieved where the plurality of participants in education turns into collective subjectivity with its properties – a common semantic space, self-regulation, cooperation and the ability to innovate.