У статті розглядається питання підготовки вчителя-гуманіста для народної школи в ІІ половині ХІХ – початку ХХ століття. Аналізується система підготовки вчителів для народної школи, розглядаються типи навчальних закладів та форми підготовки вчителів: учительські семінарії, жіночі єпархіальні училища. Також автор звертає увагу на такі форми підготовки, як учительські з`їзди та педагогічні курси. Стаття завершується висновками, що мають підвести підсумок питанням, які були проаналізовані, й спонукати до подальших наукових пошуків.
В статье рассматриваются вопросы подготовки учителя-гуманиста для народной школы во ІІ половине ХІХ – начале ХХ века. Анализируется система подготовки учителей для народной школы, рассматриваются типы учебных заведений и формы подготовки учителей: учительские семинарии, женские епархиальные училища. Также автор обращает внимание на такие формы подготовки учителей, как учительские съезды и педагогические курсы. Статья заканчивается выводами, которые подводят итог проанализированным вопросам и побуждают к дальнейшим научным поискам.
The article is devoted to the problem of humanization of a public school teacher training in the second half of 19th and early 20th centuries. The author notes that in the context of reforming the socio-economic sphere and building Ukraine as a democratic state, new tasks arise in pedagogical science as well. These tasks are impossible to accomplish without proper training of qualified pedagogical personnel. Education humanization, including pedagogy, requires studying and analyzing the products of the past, this knowledge will contribute to the advancement of modern pedagogical science and educational practice.
The article analyzes the system of training teachers for the public schools, examines types of educational institutions that trained teachers – Teaching Seminaries, Teaching Institutes, and Women's Theologocal Schools. The author also draws attention to other types of training, such as Teacher Congresses and Pedagogical Courses. Their programs and work principles are presented. Educating teachers in Teaching Seminaries, Institutes and Theological Schools had the following features: subjects of study were those disciplines that were given in Elementary School, together with pedagogy and didactics as necessary components of pedagogical education. Much attention was drawn to the pedagogical practice that took place in schools within these educational institutions. Student teachers also had to learn to observe pupils, their behavior and mental development in order to use that while teaching and thus fulfill the main humanistic task of the school – not only to teach children, but also help them socialize and gain tools for further self-education and self-improvement. Those tasks were performed at schools and outside them, as teachers were seen as active members of rural communities they lived in. In the conclusion the article summarizes the analyzed issues, as well as encourages further scientific research of other aspects of the national school humanization and education in the second half of 19th and early 20th centuries.
