Development Featuring Pedagogical Training Organisation of Philology Teachers

Abstract

The content of the teachers’ training at the beginning of the twentieth century in Ukraine. It is indicated that the historical approach will also help to eliminate the inequality between the current level of practical professional and pedagogical training of teachers and the new growing demands to it s organization and methodology. Also the problem of genesis of the idea of training teachers in philology in the history of domestic pedagogical thought, which allows you to characterize the deep national traditions and progressive trends in the national system of teachers’ education. The article examines the improvement of teachers’ training in the historical projection, which will help to make scientific forecasting of the further development of teacher training. The study conducted by the authors reveals the background of the origin of the higher school, the peculiarities of the development of science in the 16th–18th centuries,Characterization of the work of universities as centers of scientific and research work in the ХІХ century. On the basis of logical and systematic analysis of wide theory base (historical, pedagogical literature, archival documents, memoirs, periodicals) the peculiarities of pedagogical institutes’ work, the level of development of university pedagogy are given. The article examines pedagogical factual material, especially the identification and characteristics of the development peculiarities according to the idea of training teachers in philology in the history of national pedagogical thought [2]. Based on the analysis of archival materials, one of the tensions of public and educational activities of Ukrainian universities of the nineteenth century are considered. The participation of professors and lecturers in the dissemination of scientific knowledge among the public. For example, public lectures and readings inthesecondhalf of the 19th century were devoted by scientists to prominent figures in the field of knowledge and writing, education and enlightenment. However, the authors did not specify the peculiarities of the work of historical and philological societies and faculties of universities in view of identifying the irrole in the formation of professional training of teachers of philology.