PROFESSIONAL AND PEDAGOGICAL TRAINING OF TEACHERS IN PEDAGOGICAL SCHOOLS DURING THE PERIOD OF POST-WAR RECONSTRUCTION OF EDUCATION (40s-90s OF THE 20th CENTURY)

• Olena Bida

  Ferenc Rakoczi II Transcarpathian Hungarian Institute

  https://orcid.org/0000-0002-0448-0852

• Antonina Chychuk

  Ferenc Rakoczi II Transcarpathian Hungarian Institute

  https://orcid.org/0000-0002-9982-3634

• Tetіana Kuchai

  Ferenc Rakoczi II Transcarpathian Hungarian Institute

  https://orcid.org/0000-0003-3518-2767

Wars always change the focus of social, economic, cultural and educational problems. Despite the destroyed educational institutions, destroyed cultural monuments and libraries, the process of educating the younger generation and training future teachers is quickly recovering. The purpose of the article is to reveal the peculiarities of teacher training in pedagogical schools during the period of post-war reconstruction of education. The process of restoring the pedagogical education system was one of the key vectors of the reconstruction plans of the party leadership after the end of the Second World War. Thus, the post-war training of teachers at the Lutsk Pedagogical School depended entirely on the state of education in post-war Volyn in 1945–1952. Among the features that inhibited the process of training a qualified teacher are: high level of illiteracy of the population of the region, destruction of the social sphere, unsatisfactory material and technical base of educational institutions, lack of teaching staff, inappropriate political and religious views, pressure of Soviet ideology. Therefore, in the difficult conditions of the post-war period, the Soviet authorities reorganized and unified the educational system in all regions of Ukraine, created an extensive network of secondary educational institutions, designed to provide the region with pedagogical personnel.

The general availability of education, the growth of the material and technical base of educational institutions that prepared teachers for primary school became a positive aspect of the professional and pedagogical training of teachers in pedagogical schools during the period of post-war reconstruction of education (40-90s of the 20^th century). The measures taken gradually contributed to improving the image of the authorities among the population of the region. At the same time as positive developments in the field of education, negative trends were also observed, manifested in continuous ideologization of the educational process, saturation of educational moments with communist propaganda, constant control by Soviet party structures.

Student-mentors worked in outposts, residential neighborhoods, and on playgrounds. They organized clubs, games, competitions, made stands, designed technical devices, etc. It is especially important for a student-mentor to establish friendly relations with pupils from the first steps. It is unacceptable to emphasize one’s superiority here. From the very first meeting, a teenager should first of all feel that there is an older friend in front of him who wants to help him choose the right path in life. The main method of influencing children is relying on positive - creating a situation of success.

Significant achievements in the professional and pedagogical training of teachers in pedagogical schools during the period of post-war reconstruction of education (40-90s of the 20^th century) from integration activities were the fact that future teachers were involved in the re-education of difficult-to-educate children. Cooperation of students with minor offenders gave good results. The vast majority of students coped with the main task - establishing contact with children. Then the future teachers involved them in the activity. Students actively helped children in their studies, as manifestations of hooliganism were often a reaction to negative evaluations by teachers; evenings with the participation of teenagers were organized in pedagogical institutes, etc.

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