ИЗ ИСТОРИИ ПЕДАГОГИКИ: РОЛЬ ВРЕМЕННЫХ ПЕДАГОГИЧЕСКИХ КУРСОВ В ПОВЫШЕНИИ УРОВНЯ ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ

Abstract

Increased attention to the problems of continuous professional development of teaching staff has increased interest in the existing domestic experience in organizing such work. In the second half of the 19th century attention to professional teacher education has increased. Activities began to be carried out to improve the level of professional training of teachers. Temporary pedagogical/ teacher courses were designed to solve this problem. Turning to materials related to their organization and implementation contributes to deeper understanding of the processes that took place in the history of education and allows us to obtain new information regarding the history of additional professional education. The source base for the study is represented by periodicals, regulatory documents, offi cial records materials, and pedagogical works dating from the second half of the 19th to the beginning of the 20th centuries. The research tasks were solved through the use of a set of mutually complementary methods: general scientifi c, theoretical, histo rical analysis. The holding of temporary pedagogical courses was caused by objective reasons, one of which was the low level of professional training of a certain part of teachers. Zemstvos played a major role in organizing the courses. Well-known teachers and experienced practitioners were involved as course leaders and teachers, which made it possible to ensure their high-quality implementation. The courses were conducted for teachers of different types of educational institutions and were not small in number. The course program provided the opportunity to gain theoretical knowledge and practical experience in its application. The presence of a model school gave students the opportunity to prepare and conduct trial lessons and discuss them with their colleagues and teachers. The courses made it possible to gain new knowledge, improve the skills and abilities necessary for professional activities, and exchange positive experiences. The courses contributed to improving the level of professional training of teachers. The experience of conducting them laid the foundations for systematic work aimed at the professional development of teaching staff.