Development of postgraduate education of teachers of philological disciplines of the South of Ukraine in 1984-2014

Abstract

In the article on the material of normative branch documents and practical results of the activities of teachers’ improvement institutes, the peculiarities of the functioning of the institutions that have upgraded teachers’ qualification of the South of Ukraine in 1984-2014, nationally oriented period of development of the specified field of education, are revealed.
The influence of the educational reform of 1984 on the activity of relevant institutions for the improvement of teachers’ qualification of philological disciplines of the South of Ukraine is analysed. The main directions of teachers’ professional development are described, which was connected with the innovations of that time. The article analyses factors of development of postgraduate education of teachers of philological disciplines of the South of Ukraine in the post-reform period.
The search made it possible to determine the positive and negative tendencies of functioning of teachers’ improvement institutes of philological disciplines in the studied period. Such a historical and pedagogical search is relevant to study the possibility of extrapolation of the experience of postgraduate education of teachers of philological disciplines of the South of Ukraine into the modern educational space.
It is concluded that the system of professional development as one of the subsystems of postgraduate pedagogical education of the studied period is characterized by frequent attempts to reform the entire educational field and language and literary education in particular, and reorientation and retraining of teachers according to the requirements of the time.
In the context of social changes, the school linguistic and literary education had a direct projection on the activity of postgraduate teacher education institutions of the philological disciplines of the southern regions of Ukraine, which set out the purpose of their activities to create favourable conditions for the educational needs of teachers’ professional development, including teacher training.