Підготовка студентів педагогічного профілю до майбутньої професії неможлива без аналізу й узагальнення діяльності структур, які забезпечували педагогічну освіту на різних етапах її становлення. Автором статті проаналізовано модель підготовки вчителів XІX – початку XXст., виявлено тривале відчуження наукового загалу від розробки освітнього потенціалу педагогіки та створення спеціального науково-педагогічного закладу для підготовки педагогічних кадрів, охарактеризовано внесок відомих освітянських діячів у розвиток педагогічної науки, що сприяло зародженню вищої педагогічної освіти в Україні.
Подготовка студентов педагогического профиля к будущей профессии невозможна без анализа и обобщения деятельности структур, которые обеспечивали педагогическое образование на разных этапах его становления. Автором проанализировано модель подготовки учителей XІX–начале XX в., обнаружено длительное отчуждение научной общественности от разработки образовательного потенциала педагогики и создания специального научно-педагогического заведения для подготовки педагогических кадров, охарактеризовано вклад известных образовательных деятелей в развитие педагогической науки, что способствовало зарождению высшего педагогического образования Украины.
Training students of pedagogical specialization for future profession is impossible without analysis and generalization of activities and functioning of structures that ensured teacher education at various stages of its formation. Based on the analysis of historical and pedagogical literature the model of training teaching staff in the 19th-early 20th century has been analyzed. Long-continued alienation of scientific society from the development of the educational potential of pedagogy and the creation of special scientific and pedagogical institution for teachers training has been established. The contribution of famous domestic educational figures to the development of pedagogical science that favoured the emergence of higher pedagogical education in Ukraine has been characterized.
The period of the 19th-early 20th century was determined by government policy in the sphere of education, i. e. by deprivation of special scientific and professional training of teacher staff at all levels of education. It was caused by both domestic socioeconomic factors and the development of philosophical and anthropological sciences in Western Europe. Teaching pedagogy in pedagogical institutes at universities, at various teacher courses, Higher Courses for Women was superficial and carried out by scientists of philosophy. This model of teacher training provided schools with teaching staff very slowly: teachers without special pedagogical education often got the secondary schools. The beginning of the 20th century was marked by the formation of pedagogy as a science among other disciplines range, active development of its essence, objectification, methodology by scientists, organization of a new model of training teachers. In order to improve the system of higher pedagogical education the Ministry of Education proposed to create departments of pedagogy at Imperial Universities, which caused active discussion. The attempts of scientists of Moscow Universities to replace Departments of Pedagogy by Faculties as a research and educational institutions to train future teachers did not lead to the desired result. However, the events mentioned were only the beginning of a new era of development of the national school system and research work in the field of psychological and pedagogical disciplines.
