Development of the forms and content of increasing the qualifications of teachers (end of the xix century – beginning of the XXI century)

Петрощук, Наталія Романівна and Матвійчук, Оксана Євгенівна (2024) Development of the forms and content of increasing the qualifications of teachers (end of the xix century – beginning of the XXI century) Молодь і ринок. Щомісячний науково-педагогічний журнал. (3(223)). pp. 128-133. ISSN 2308-4634; 2617-0825

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Abstract

This article presents a study on the development of forms and content of professional development for educators from the second half of the 19th century to the beginning of the 20th century. The chronological framework is defined on one hand by the emergence of professional development forms (congresses, courses-congresses, courses), their rapid spread, and the definition of professional development content, and on the other hand, by various types (education within a training program, internships, participation in certification programs, trainings, seminars, workshop-seminars, consultation-seminars, training-seminars, webinars, masterclasses, etc.) and in different forms (institutional, dual, at the workplace (in production), etc.), with diverse training programs in modern professional development courses. From the second half of the 19th century to the beginning of the 20th century, there was a significant expansion in the forms, types of professional development, and their content. Initially, these were multi-day gatherings where teachers learned to conduct lessons on the principle of “do as I do”. Course leaders in model schools showed teachers examples of lesson methodologies, and then the course participants took turns conducting lessons, which were then discussed. Over time, the course program became more diverse, including not only general education but also courses in manual labor, gymnastics, and gardening. With the Bolsheviks’ rise to power, many types of schools were reorganized; some were closed, while so-called “labor” schools opened, with manual labor as the main subject. Teachers were selected by “special commissions”, with a preference for educators of working-class origin, and most of those who had worked during the Russian Empire were not allowed to work. Beginning in 1991, after Ukraine gained independence, democratic transformations began in the system of professional development: democratic principles in the organization and conduct of professional development courses were deepened.

Item Type: Article
Uncontrolled Keywords: forms of professional development; courses; congresses; course-congresses; educators; content of professional development; professional development
Subjects: Статті у базах даних > Erih Plus
Статті у базах даних > Index Copernicus
Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Інститут післядипломної освіти > Кафедра освітнього лідерства
Depositing User: Доцент Оксана Євгенівна Матвійчук
Date Deposited: 31 May 2024 07:22
Last Modified: 31 May 2024 07:22
URI: https://elibrary.kubg.edu.ua/id/eprint/49165

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