Розвиток післядипломної освіти вчителів початкових класів в Україні (1948-2012 рр.)

Abstract

Дисертація присвячена дослідженню проблеми розвитку вітчизняної післядипломної освіти вчителів початкових класів у період другої половини ХХ – початку ХХІ століття. На основі аналізу джерельної бази простежено трансформації, що відбулися в теорії та практиці післядипломної педагогічної освіти в Україні досліджуваного періоду. Виявлено чинники впливу, визначено тенденції розвитку післядипломної освіти вчителів початкових класів в Україні (1948–2012рр.). Простежено еволюцію мети і завдань, принципів і підходів, структури і функцій, змісту, форм і методів у діяльності системи інституцій, спрямованій на забезпечення розвитку компетентності вчителів початкових класів протягом життя. Обґрунтовано періодизацію та схарактеризовано періоди й етапи розвитку післядипломної освіти вчителів початкових класів в Україні в окреслених хронологічних межах: І. 1948–1970 роки – формувальний; ІІ. 1971–1990 роки – теоретико-реформаційний; ІІІ. (1991–2012) – модернізаційний. Визначено можливості реактуалізації продуктивного досвіду минулого для конструктивної розбудови національної освіти у світовому просторі. Окреслено перспективи розвитку післядипломної освіти вчителів початкових класів у структурі неперервної освіти України.

Диссертация посвящена исследованию проблемы развития отечественного последипломного образования учителей начальных классов в период второй половины ХХ – начала XXI века. На основе анализа источниковой базы, прослежены трансформации, произошедшие в теории и практике последипломного педагогического образования в Украине исследуемого периода; выявлены факторы влияния, определены тенденции развития последипломного образования учителей начальных классов в Украине (1948–2012гг.). Прослежена эволюция целей и задач, принципов и подходов, структуры и функций, содержания, форм и методов в деятельности системы институций, направленных на обеспечение развития компетентности учителей начальных классов в течение жизни. Очерчена периодизация и охарактеризованы периоды и этапы развития последипломного образования учителей начальных классов в Украине исследуемых хронологических границ: І. 1948–1970 годы – формирующий; II. 1971–1990 годы – теоретико-реформационный; ІІІ. (1991–2012) – модернизационный. Определены возможности реактуализации продуктивного опыта прошлого для конструктивного развития национального образования в мировом пространстве. Очерчены перспективы развития последипломного образования учителей начальных классов в структуре непрерывного образования Украины.

Dissertation is devoted to the research of the home country primary school teachers' postgraduate education development during second half of XX century – beginning of XXI century. The character of methodological, structural-functional, content and organizational-methodological changes undergone by the system development was revealed on the basis of sources available; concepts and categories framework has been specified; the problem's historical background was studied through thematic, chronological, factual and the complex criteria-oriented, historical-comparative approaches. It has been revealed that the postgraduate education formation at the territory of Ukraine conventionally covers the period starts with ideas about teachers’ professional development origins; search and appearance of the teachers’ professional initial forms growth leading to the favorable conditions for teachers’ postgraduate education development (till 1947). The Ukrainian primary school teachers’ postgraduate education development stages and periodization have been grounded and characterized for the mentioned above period: I. Years 1948–1970 – formative stage; II. Years 1971–1990 – theoretical and reformation stage; III. Years 1991–2012 – the modernization stage. The primary school teachers’ roles and place in society and education at different time periods; pedagogical principles and approaches towards current primary school teachers’ postgraduate education in Ukraine have been specified. Factors affecting the system development; tendencies of the primary school teachers’ postgraduate education development in Ukraine have been determined. The special focus has been made on continuing, sufficiently dynamic, constructive development and improvement of primary school teachers’ postgraduate education in Ukraine, being defined by us as basic factor leading to irreversible, regular changes during the mentioned period. The evolution peculiarities of system explored have been considered to be as follows: the transformation of the prioritized tasks within its activities; higher complexity towards educational and professional requirements’ level in Ukraine; extension of the methodological service units' functions, opportunities for professional growth open to the primary school teachers; postgraduate education content and techniques improvement; updating the branch-related directions and forms of activities created during the period of its formation and development at the beginning, etc. The ideas from our home country educators-humanists' advanced experience, as well as the teachers-innovators' one; progressive representatives' pedagogical thought of the Soviet time and independent Ukraine period has been characterized; their humanistic heritage potential effect on the primary school teachers' professionalization in continuing education have been analyzed. It has been found out that during research period the work on postgraduate education establishments' advanced experience popularization, the primary school educators' familiarization with innovations of that time was implemented by them. Techniques used to disseminate the advanced pedagogical experience were gradually developing. The preceding productive experience updating opportunities for national education construction worldwide have been defined; the perspectives for primary school postgraduate education within continuing education structure in Ukraine have been outlined. The further system functioning is efficient under conditions of its empowering: through obtaining the relevant status and decent judicial recognition of its special character, importance within continuing education of Ukraine; studying and upgrading of historic-pedagogical experience that postgraduate unit had gained since its appearance and development; introduction into theory and practice of the postgraduate pedagogical education the best practices worked out in our country, such of the other countries on aspects of primary school teachers’ professional development; all continuous education units’ work succession in the context of preserving them within existing system, collaboration, agreed upon interrelation and interaction of which allow the system quick reacting to the educator’s professional needs, theories and practice interconnection, correcting the curriculum content of disciplines, training the primary school teacher for current activities realization. The corresponding readiness can be reached through the improvement of primary school teachers’ postgraduate education content and the productive forms and methods application with certified specialists during their studies basically on the acmeology, axiology and androgogics grounds. The implementation of the alternative forms of educators’ qualifications upgrading, usage of the innovative technologies jointly with classic methodology of the teachers’ intensive training, broadening the world picture with professionals, improvement of pedagogical mastery.