TRANSFORMATION OF CONTENT IN ADVANCED TRAINING COURSES FOR MANAGEMENT PERSONNEL AT EDUCATIONAL ESTABLISHMENTS IN UKRAINE IN 50S OF XX CENTURY

Abstract

The article outlines the peculiarities in formation and transformation of content of essential component in a postgraduate education of pedagogical personnel sof advanced management training for general secondary education establishments in Ukraine.
The analysis of archive sources is carried out and the historical characteristic of postgraduate education development of leading management pedagogical personnel of Ukraine in the period of the 50s in XX century is given on the basis of it. The quantitative and qualitative analysis of listeners who were involved in advanced training courses for pedagogical management personnel is characterized. Organizational forms of improving the professional skills of heads and head teachers of secondary and seven-year schools have been established. The comparative analysis of education curricula and programmes of advanced training courses of leading management pedagogical personnel developed by the Ministry of Education of USSR, as well as regional educational curricula (on the example of Kherson Institute of Teacher Training) is carried out and differences between them are resulted. The content of advanced training courses for heads and head teachers of secondary and seven-year schools is described there.
The characteristic features of advanced training of educational institutions heads in the 1950s century are found out. They were: conducting advanced training courses on a regular basis; implementation of course training in the format of two-week seminars and monthly courses held in the summer with a break from production; the number of heads who underwent advanced training was almost 1/5 of the total number of teachers who improved their skills; a mandatory element of the course training educational programme of educators of this period was to conduct classes on ideological topics; along with mastering the theoretical material, almost a third of the hours allotted for course preparation were devoted to seminars, practice and excursions.