Учитель как субъект профессионально- исследовательской деятельности (30—50-е годы XX века)

Abstract

The article deals with the essence of such a complex method of scientific and pedagogical research as the study and generalization of pedagogical experience and its application in the process of improving the educational process in secondary school in the postwar period in our country. Particular attention is paid to the issue of involving teachers in its use as an essential condition for the successful study and generalization of pedagogical experience. The aim of the study was to identify the views of scientists on the role of teachers in the study, synthesis and creation of not only new pedagogical experience, but also in the development of pedagogical theory. The objectives of the study included the following: to reveal the activities of scientists in determining the essence of the best pedagogical experience; to reveal their opinion about the factors that prevented the qualitative study and generalization of teachers of pedagogical experience in the middle of the last century; to assess their contribution to the development of methods of study and generalization of experience of schools’ and teachers’ work; to characterize the conditions that contribute to the effectiveness of the method of pedagogical research. As a result of the theoretical analysis, it was found that teachers’ study and generalization of pedagogical experience was considered by teachers-scientists as a professional norm, and the teacher - as a subject of this type of activity, bringing together professional and pedagogical activities with research activities. In addition, the reasons that prevented the successful participation of teachers in the study and synthesis of pedagogical experience, as well as the conditions for improving the efficiency of the process, which is the novelty of the study, were identified.