Features of professional-pedagogical training of teachers of technical higher schools of the ussr in the 1940s-60s.

The article is devoted to the study of the features of vocational and pedagogical training of teachers for higher technical educational institutions during 1940s-60s. The main objectives of the article are to determine the factors that influenced the development of a higher technical school during the specified period; identification of the main tendencies of the process of providing technical universities with scientific and pedagogical workers; and most importantly - an analysis of the pedagogical component of teaching staff training for higher technical schools of the designated time. The sources of the research were the numerous cases of the funds of the State Archives of the Dnipropetrovsk region (DADO) concerning the post-graduate course of technical universities of Dnipropetrovsk during 1940s-1960s. The results of the study confirmed the widespread thesis about poor provision of the educational process in the high school of the 1940s-60s by curricular staff with academic degrees. It is important to note one more tendency of the development of the high technical school of the UkrSSR during 1940s-1960s - the formation of a hierarchical system of interdependencies between the structural units of a separate institution of higher education and state authorities of different levels. No decision taken in the walls of higher education, did not pass the attention of the ministry or the corresponding agency of the republican, and often even the union level. Such rigorous subordination of the activity of educational institutions in the field of personnel policy (with the exception of the assignment of the academic title of lecturer) once again proved total control in the Soviet state in all spheres of life, and the field of education and science was no exception. All scientific and scientific-pedagogical workers were subjected to thorough accounting and annual reporting on their activities (as well as nationality, party membership, marital status, etc.). As the process of replenishment of the teaching staff by the new members in general was going very slowly, the pedagogical component of the mentioned process was also organized very formally. The archival sources indicate a lack of attention to the organization of postgraduate pedagogical practice, their participation in the work of the departments, and the involvement of students in scientific and technical circles