ORGANIZATION OF PROFESSIONAL DEVELOPMENT OF PEDAGOGICAL EMPLOYEES OF PRESCHOOL EDUCATIONAL INSTITUTIONS OF THE USSR (60-70S OF THE ХХ CENTURY)

Abstract

The article deals with the historical and pedagogical aspect of the development of the professional level of pedagogical employees of preschool educational institutions of Ukraine. The main events of this period are characterized, during which there was an active development of professional development and transformation of the content component of postgraduate education of pedagogical employees.
It is determined that in the studied period postgraduate education of preschool teachers has been actively developing since the 60s of the twentieth century, due to the legal support, which provided the organization and management of methodical work of teachers.
An overview of the main forms of professional development of teachers, including course and seminar retraining, as well as methodological and “bush” associations, schools of advanced pedagogical experience, public universities and self-educational activities. It is established that such forms of work as scientific and practical conferences, pedagogical readings and pedagogical exhibitions also influenced the expansion of knowledge in this field of education.
At the retraining courses for teachers, the lecturers focused on current issues of Marxist-Leninist theory, pedagogy, psychology, theory and practice of educational work of preschool, in particular on mastering the methodological aspects of the educational process with children of different ages.
Among the lecturers were the best employees of children’s educational institutions, employees of the regional department of public education, the Teacher Training Institute, as well as the best teachers of pedagogical schools and teachers of schools in the city. Both methodologists on a voluntary basis and employees of the department of preschool education of the Teacher Training Institute were engaged in the organization of pedagogical practice.
In the studied chronological period, special attention was paid to the study, generalization and dissemination of advanced pedagogical experience, which was noted in all forms of retraining and advanced training.