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The aim of the study was to identify the attitudes of primary school teachers for the implementation of subject-subjective relations in technological training, as well as their personal position on this issue. The survey is conducted using a survey of primary school teachers from various primary schools in different types of settlements. For this purpose, using questionnaires. Participation in the survey taken 80 primary teachers. Based on the results obtained and the summary can be concluded that primary teachers have the necessary technological competence. In learning content are no alternatives for the realization of subject-subjective relations, is of the teacher is not required to perform such regulated relations. This is a reason to treat the technological competence of primary teachers in the field of traditional and basic understanding of it-work on instruction and model; the formation of technological culture among students and a positive attitude to work. Still felt the need to understand that through technological education in primary school can be taught, oriented not only to society but also to develop the qualities of the individual. At present educational content in home life and technique provides alternatives to the teacher to have support for the realization of subject-subjective relationship with each student - it is universal. This requires teachers to reconstruct the content of individual technological tasks.

Attitudes and personal position of initial teachers for implementation of entity-subjective relations in technological education