DEVELOPMENT OF POSTGRADUATE PEDAGOGICAL EDUCATION IN WESTERN REGIONS OF UKRAINE THROUGH THE PRISM OF REGIONAL INSTITUTES OF POSTGRADUATE EDUCATION ACTIVITIES (1945–1991)

Abstract

This article addresses the issue of the development of postgraduate pedagogical education in the western regions of Ukraine through the activities of regional institutes of postgraduate education from 1945 to 1991. It specifically focuses on institutes in Ivano-Frankivsk, Ternopil, Chernivtsi, Lviv, Zakarpattia, Rivne, and Volyn. The article outlines the stages of these institutes’ activities during the 1940s to 1980s, highlighting the content, nature, and forms of their work. It emphasizes the factors that influenced the establishment and development of postgraduate education for primary school teachers during this period, including socio-political conditions, cultural-educational context, educational processes, and school traditions in regions like Galicia, Bukovina, Zakarpattia, Volyn, and more.
The article identifies key directions in the activities of these institutes during the research period, including creating conditions, including those related to health, for the continuous professional development of primary school teachers and their self-education. It also covers the establishment of a creative and effective system of in-service training for educators, the organization of both in-person and distance postgraduate education, the formation and updating of information and educational environments, the creation of individual educational trajectories for primary school teachers during their participation in qualification improvement courses, the combination of qualification improvement courses with various activities between the courses, the improvement of the content, methods, and forms of postgraduate pedagogical education, the search, analysis, popularization, and implementation of advanced pedagogical experience, working with young teachers, the scientific-practical orientation of the work of institute staff, work at the grassroots level, continuous cooperation with district methodological offices, counseling, and methodological assistance to teachers, and more.