POSTGRADUATE EDUCATION OF TEACHERS OF PHILOLOGICAL DISCIPLINES: HISTORICAL ASPECT

Abstract

The article is devoted to the development of postgraduate education of teachers of philological disciplines in the domestic pedagogical system. An overview of the source base on this issue is offered. The analysis of the basic principles of the organization of postgraduate education of teachers of philological disciplines formed as a result of historical development of domestic pedagogy is presented. Based on the study, conclusions were made about the role of postgraduate education of teachers, including teachers of philology, which serves as a socially formative factor in the development of the state. The main processes of modernization of national education in accordance with the renewal of priorities in state educational policy, change of conceptual guidelines for the organization of postgraduate pedagogical education on the basis of European achievements in continuity of adult education are pointed out. Scientific and cultural development change and improve the content of postgraduate education of teachers of philology in the twentieth century, since the 1940s, because it is during this period determined the theoretical foundations and practical approaches to the functioning of domestic language and literature and postgraduate pedagogical education of teachers of philology. It is concluded that the system of professional development as one of the subsystems of postgraduate pedagogical education of the period under study is characterized by frequent attempts to reform the entire education sector and language and literature education in particular and reorientation and retraining of teachers according to time. Positive tendencies are determined, which is relevant for extrapolation of the experience of postgraduate education of teachers of philological disciplines into the modern domestic educational space.