CONTENTS OF THE PROFESSIONAL TRAINING OF PRIMARY CLASS TEACHERS IN EDUCATIONAL INSTITUTIONS OF THE RIVN REGION (1939–1964): REFLECTION FROM THE VIEWPOINT OF THE PRESENT

• Tatiana Sorochynska

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-0912-8663

• Oksana Tretiak

  Rivne State University for the Humanities

  https://orcid.org/0000-0002-4558-2863

• Oksana Synchuk

  Rivne State University for the Humanities

  https://orcid.org/0000-0003-3041-1575

The article reveals the content of the professional training of primary school teachers in pedagogical institutions of the Rivne region during 1939–1957. A reflexive analysis of the main components of professional training of a future specialist from a modern point of view was carried out. The state of teacher training in the region before the beginning of the German-Soviet war, which became an obstacle to the introduction of general compulsory education and contributed to the closure of pedagogical institutions opened in 1939–1940, is highlighted and substantiated. On the basis of a significant amount of archival sources, the directions of professional training of future specialists in the post-war years (1945–1957) in the Kostopil, Ostroh and Duben Pedagogical Schools of the region were characterized. Attention is focused on the organization and peculiarities of the activity of pedagogical institutions of the Rivne region in the context of educational reforms of the specified years. An analysis of the teaching of academic disciplines was carried out and the specifics and main shortcomings of student training were revealed. The limitations of the Soviet educational model and its complete detachment from world pedagogy have been proven; the presence and negative influence of an ideological and political component that limited the initiative, outlook, and individuality of the future specialist. The consequences of educational reforms carried out by the Soviet authorities were analyzed, which, although at first glance, contributed to the restructuring of the pedagogical process, but significantly overloaded it. And most importantly, they limited educators in the development of Ukrainian statehood and what is most important – they limited educators in every possible way in the development of Ukrainian statehood (Ukrainian SSR) and formed love and loyalty to the Soviet Union.

• pdf (Ukrainian)