THE РREPARATION OF TEACHERS AT THE PEDAGOGICAL INSTITUTIONS IN CHERNIHIV REGION (AT THE END OF THE 19TH – THE BEGINNING OF THE 20TH CENTURY)

The article deals with the peculiarities of teacher training in the system of pedagogical education in Chernihiv region (late XIX – early XX century). The system of pedagogical education was created in Chernihiv region in the late XIX – early XX century. There were such higher educational institutions in the province: Nizhyn Institute of History and Philology named after prince Bezborodko (1875) and Nizhyn Private Women’s Historical and Philological Courses (1916), medium – Glukhiv (1874) and Chernihiv Teacher’s Institutes (1916) and lower – Surazh Teacher Seminary (1909), Mryn Lyudmylyn Women Teacher Seminary (1911) and Chernihiv Teacher Seminary (1914), second-class Teacher Religious School.

Nizhyn Institute of History and Philology named after prince Bezborodko prepared the teachers in ancient languages, Russian language and literature, history for secondary schools. General pedagogical training included theoretical and practical components. On the first year students listened to lectures of philosophy, logic and psychology, on the second and third courses they studied integrated disciplines «Pedagogy and didactics» and «History of pedagogics» and on the fourth – «Gymnasium pedagogy».

Third-year students acquainted with methods of teaching gymnasium subjects. The final step was pedagogical practice that held on the fourth (final) year at the gymnasium at the institute and consisted of visiting lessons and discussion classes; participating in pedagogical conferences and conducting at least six trial lessons to each student.

Nizhyn Private Women’s Historical and Philological Courses paid little attention for teaching activities: methods of teaching, pedagogy studied as unnecessary subjects and pedagogical practice had never done.

Glukhiv and Chernihiv Teacher’s Institutes among compulsory subjects studied pedagogy. Besides theoretical study courses for students of the third class, Glukhiv Institute conducted pedagogical practice, consisted of several stages: visiting lessons, conducting trial lessons, participating in pedagogical conferences.

Thus, teacher training combines theoretical (study of psycho-pedagogical disciplines) and practical (conducting teaching practice) components. Students acquired the skills of teaching through pedagogical practice, held according to the relevant plan at schools at pedagogical educational establishments. It should be noted that in higher and secondary pedagogical establishments more attention was paid to the theoretical study of psycho-pedagogical subjects, while in the lower – the organization of teaching practice.