Russian Journal of Education and Psychology (Oct 2024)
HISTORICAL GENESIS OF PEDAGOGICAL EDUCATION IN RUSSIA IN THE 19TH – EARLY 20TH CENTURIES
Abstract
Background. Pedagogical education in our country has been in the ever reforming process. Being subject to current realities, the nature, goals, and state and public expectations from pedagogical education are to be reviewed. There was a similar process at the break of pedagogical education in Russia. In this regard, historical genesis of pedagogical education in Russia in the 19th – early 20th centuries provides an opportunity to analyze some challenging issues facing the country over the considered period, to specify the patterns for the formation and development of pedagogical education, and to designate the peculiarities thereof. Purpose. The article aims to analyze the formation and development of pedagogical education in Russia in the 19th – early 20th centuries. Materials and methods. A retrospective analysis is the key research method. In addition, historical-structural, and comparative and contrastive methods were used to conduct a systemic analysis of the development of pedagogical education in Russia in the 19th – early 20th centuries. The article is based on the evidence from archival records, research material data, regulatory legal acts, and popular science fiction of the reviewed period. Results. The first extensive actions in the development of pedagogical education in Russia were taken in the 18th century. Since that time and throughout the 19th century, there was a gradual advance in pedagogical education. In addition to the main subjects, there were some disciplines specific to the pedagogical content knowledge (didactics, pedagogy, teaching methods, psychology, etc.) in the curriculum cycle for future teachers. First-ever domestic methodological guidelines for individual subjects emerged in the country. In Russia, there predominately existed male pedagogical education. According to the archival research and literature review, the country experienced an acute teacher shortage during the 19th century. To eliminate it, pedagogical departments were established at district Imperial Universities in Russia in 1804; in 1816, the Main Pedagogical Institute was founded to form the basis for other pedagogical institutions; in 1860, two-year pedagogical courses appeared at the Imperial Universities; in 1876, the issue regarding female pedagogical education was brought up, which led to the creation of the first pedagogical institute for women in 1903. In order to enhance the prestige of the teaching profession in Russia in the 19th – early 20th centuries, the state equated it to the public service, wherein each teaching position corresponded to a certain rank with all the privileges and state support; compensated for the costs of housing, lighting, heating, and educational literature; supported teachers’ families and encouraged childbirth among teachers and lecturers; provided pensions and gave the opportunity to receive awards that granted additional financial support. Having analyzed the problems of developing pedagogical education in the 19th – early 20th centuries, there are similar problems observed in modern Russia. Therefore, nowadays, it is vital to consider the methods and state initiatives for supporting and raising the prestige of the teaching profession of that time. In this regard, the relevance of the presented research is beyond doubt.
Keywords
