PRINCIPLE-FORMING CRITERIA OF PUPIL AGENCY

Abstract

The article provides a theoretical analysis of the principle-forming criteria of pupil agency as a methodological basis for building an agency-oriented educational process. The relevance of searching for guidelines for creating an educational environment that enables the implementation of the principle of pupil agency is argued. Agency is presented as an integral category of pedagogy, reflecting the ability of an individual to make a conscious, independent, responsible choice and implement their own educational trajectory, self-reflection, goal-setting, self- development and creative interaction with other subjects of the educational process. The connection of the idea of the formation of pupil agency with the general humanitarian-humanistic paradigm of modern pedagogy and the competency-based approach in education is revealed. Five leading criteria are identified, which reveal the essential characteristics of agency: activity, independence, reflexivity, responsibility and the ability to self-development. It is indicated that these criteria provide internal motivation, purposefulness, awareness and autonomy of pupils' educational activities. Their potential is substantiated as a basis for the formulation of didactic principles aimed at the development of pupil agency, and the definition of didactic conditions under which these criteria can be effectively implemented in educational practice. The educational process, organized on the basis of recognizing the pupil as a subject, is able to ensure the true development of competencies necessary for life in a complex, changing world. It is stated that the implementation of the principle of pupil agency in the educational process and the related didactic principles determine the rethinking of the teacher's roles, because now he must become a facilitator, mentor and partner in learning along with the traditional idea of the implementation with him of professional functions.