Петрощук, Наталія Романівна (2016) Development of training teachers of public schools in Ukraine the second half of the XIX beginning – of the XX century. PhD thesis, Київський університет імені Бориса Грінченка.
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Abstract
The dissertation presents a complete picture of the system of training teachers for public schools in the Ukraine second half of the XIX – beginning of the XX century. The dissertation covers the organizational form and content guidelines for the development system of training teachers for public schools in Ukraine at the second half of the XIX – beginning of the XX century; reasonable period of institutional system of teacher training (I period – the 1860–1899 – basic socio-pedagogical, organizational forms of the origin of the system (Teacher courses and congresses), the creation of individual elements, the second period – the 1899–1917 – public-State, intensification of forming the system of training, which was characterized by the expansion of the network of institutions (courses, congresses), improving the semantic foundations of their activities); Author determined and revealed comparative comparable in terms of the types and functions of institutions training teachers for public schools (for both periods were characterized courses–general, educational, religious, mixed, subject, agricultural, lecture courses – and Congresses – national, provincial, county and city – and the corresponding learning – interviews, lectures, conferences to exchange experiences, workshops, self-study, guided tours, exhibitions, etc.); disclosed the purpose of training (educational, developmental, educational); key principles that determine the content of training teachers for public schools (democratic, gender, humanist, employment); singled organizational features of training institutions characteristic of both periods (the organization of a special model school, with teachers of theoretical lessons, teachers functioning congresses in the form of conferences to exchange experience); revealed excellent characteristics (in the second period – an increase in the duration of courses and meetings, number of participants, a higher level of organization, diversifying types of teachers’ courses); The features courses for minority teachers (specially designed programs and manuals, exams at the end of courses, congresses authorities ban teachers minority). The study identified organizational characteristics of courses and congresses both major forms of training people’s teachers. Their effectiveness depended on public policy and public education initiatives. In the first period (1860–1899) with the aim of providing legal training teachers folk Ministry of Education adopted normative documents regulating organizational and methodological aspects of teachers’ courses and congresses. In the second period (1899–1917), new documents, but organizers teachers’ courses and congresses used the law as the previous period. The leading role in the study period of training in folk played teachers, community organizations, educational leaders, teachers who conduct educational, methodological and financial support of the teachers’ courses 20 and congresses. In the second period (1899–1917) Ministry of Education took active part in the organization of training of teachers of public schools, organized and funded by some teachers’ courses. Features of the organization and carrying out teachers’ courses and congresses in this period were similar because the regulations created the Ministry of Education in the first period, regulating the activities of major institutions and teacher training in the second period. For the teachers’ courses of different types of leaders organized a special exemplary school teachers performed theoretical studies. Teachers congresses both periods occurred in the form of meetings and conferences. Found in the distinctive characteristics of people’s training teachers in certain periods. Teachers courses in the early twentieth century became more organized, diverse, operated by thoroughly programs at various educational institutions with the active participation of their teachers. Established that teachers of public schools of national minorities (Jews, Czechs, Germans) are mostly held courses and congresses authorities banned political reasons. The most common forms of people’s professional development of teachers in the study period: lectures, talks, tours, exhibitions, workshops and conferences to exchange experiences, day and evening classes, lessons in courses organized at school and so on. In the early twentieth century there were also lessons in the form of practical and laboratory work To put scientific use unknown and little-known documents that extend the idea ofdeveloping a system of training teachers folk study period. The theoretical thesis, source base, in Annex factual material can be used at the conclusion History courses pedagogy, writing textbooks on history education for future historical research and teaching studios
| Item Type: | Thesis (PhD) |
|---|---|
| Uncontrolled Keywords: | учитель, народна школа, підвищення кваліфікації, інституції підвищення кваліфікації вчителів, курси, з’їзди. |
| Subjects: | Це архівна тематика Київського університету імені Бориса Грінченка > Автореферати > Спецради Університету |
| Divisions: | Це архівні підрозділи Київського університету імені Бориса Грінченка > НМЦ > НМЦ досліджень, наукових проектів та програм |
| Depositing User: | Ганна Сало |
| Date Deposited: | 28 Nov 2016 12:31 |
| Last Modified: | 28 Nov 2016 12:31 |
| URI: | https://elibrary.kubg.edu.ua/id/eprint/17062 |
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