MODERNIZATION STAGE OF PERIODIZATION OF DEVELOPMENT OF POSTGRADUATE EDUCATION OF PRIMARY TEACHERS IN UKRAINE: EXPANSION OF CHRONOLOGICAL BOUNDARIES

Abstract

The article is devoted to the characteristics of the third (modernization) stage of periodization of development of postgraduate education of primary teachers in Ukraine. The study of modern scientific and pedagogical literature on the topic, archival sources, new regulatory and legal documents, taking into account the influence of certain factors and trends made it possible to consider more broadly the current problems of development of postgraduate education in Ukraine.
The transformation of its goals and objectives, changes in structure and methodology, gradual expansion of functions and areas of activity led to the emergence of new productive forms of organization of the system, characteristic of the period from the beginning of the 21st century to the present. During this period, the prerequisites and new approaches to the development of postgraduate education for primary school teachers in Ukraine were already clearly visible this made it possible to further distinguish its stages.
The article presents the criteria and indicators underlying the periodization developed by the author, and defines and briefly characterizes the previously identified stages and substages. It further substantiates the need to extend the chronological boundaries of the third period, thereby introducing an additional substage.
The study of the source database showed that the period from 2012 to 2016 did not have significant changes and transformations in the activities of both school and postgraduate education institutions by the vast majority of indicators. In these years, in the context of the greening of education, the search for new mechanisms and strategies for the development of domestic postgraduate pedagogical education continued. At the same time, one of the negative factors influencing the development of the system was the beginning of the war in 2014, as a result of which the system of work with certified teachers of three powerful regions of Ukraine was transformed. For a long time, significant structural components of the education system have been essentially destroyed and have not been properly restored to this day. They were relocated to other cities of Ukraine and are, although with state support, in difficult conditions of uncertainty.
The expansion of the chronological boundaries of scientific research now covers the period from 1948 to the present. Therefore, we consider the isolation and justification of the current stage (stages) of periodization of the development of postgraduate education of primary school teachers in Ukraine to be promising.