Теоретичні засади підготовки вчителів у Закарпатті

Abstract

У статті розглянуто історико-педагогічні процеси підготовки вчителів у Закарпатті. Наголошено, що професія вчителя в процесі свого становлення зазнавала змін у функціональному, змістовому та організаційному аспектах, адже в різні історичні періоди підготовка вчителів мала свої особливості, які залежали від державної політики в галузі освіти. Процес підготовки вчителів початкових шкіл в освітніх закладах Закарпаття досліджуваного періоду залежав насамперед від політики та ідеології держави. The article considers the historical and pedagogical processes of teacher training in Transcarpathia. It is emphasized that the teaching profession in the process of its formation underwent changes in the functional, content and organizational aspects, since in different historical period, teacher training had its own characteristics, which depended on public policy in the field of education. Purpose. To highlight the historical and pedagogical processes of teacher training in Transcarpathia. Methods. To reach the goal, the following study methods and techniques were used: theoretical (analysis of philosophical, pedagogical, psychological literature), which allows to substantiate the starting points of the study; interpretive-analytical method, on the basis of which sources are studied using synthesis, analysis, systematization and generalization; method of comparative-historical analysis, which allowed to identify trends in this problem. Results. The process of training primary school teachers in educational institutions of Transcarpathia during the period under study, first of all, depended on the policy and ideology of the state. We believe that the process of training primary school teachers in educational institutions of Transcarpathia during the period under study, first of all, depended on the policy and ideology of the state. After all, even the most democratic state is aimed at the establishment and realization of state interests - introducing teaching in the state language, ideologizing the content of teacher training, notifying of educational documents, etc. Conclusion. The formation and development of Transcarpathian pedagogical education from the end of the 18t century to the middle of the 20th century took place in the context of the then European educational processes. The only peculiarity is that during this period Transcarpathia repeatedly changed its state affiliation or political regime. Certainly, this affected the development of educational training.