Features of the organization of pedagogical staff training in the 1920–30s in the system of higher correspondence pedagogical education

Abstract

One of the conditions for the successful modernization of the education system can be considered the improvement of the entire educational system, taking into account the harmonious combination of pedagogical traditions and modern best practices. Reforming the system of pedagogical education in order to improve its quality both in academic, educational, methodological and practical training of personnel requires, first of all, generalization and consideration of historical and pedagogical achievements at various stages of its development. Higher correspondence pedagogical education has always been an important link in the training of teaching staff for a long historical period. It provides a system of continuing education and performs certain social, economic, professional and cultural functions. The purpose of the article is to analyze the features of the organization of teacher training in the 1920–30s in the system of higher correspondence pedagogical education. Modern correspondence pedagogical education is the product of more than a century of development, and its modern form is the result of historical stages passed. That is why it is necessary to carry out the periodization of the formation and development of higher correspondence pedagogical education, which will allow a deeper understanding of the qualitative changes in the content of education, forms, methods for the modernization of the system of higher correspondence pedagogical education at the present time.