Development of pedagogical education in Siberia and the Far East in connection with the tasks of introducing universal primary education
- Authors: Voitekhovskaya M.P1, Kochurina S.A1
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Affiliations:
- Tomsk State Pedagogical University
- Issue: No 9 (2025)
- Pages: 285-293
- Section: ARTICLES
- URL: https://journal-vniispk.ru/2618-7175/article/view/373638
- ID: 373638
Cite item
Abstract
the success of modern reforms in the education system largely depends on the teacher and the entire system of training teaching staff. European principles of education have not taken root on Russian soil, the rejection of domestic traditions has led to a decline in the quality of education, and attempts to introduce European spiritual values have generated major problems in the field of education of the younger generation. Historical experience should serve as a basis for modern transformations in the education system, including pedagogical education. The formation of a network of pedagogical educational institutions in Siberia and the Far East began in connection with the tasks of introducing universal primary education in the first years of the 20th century, and in 1917 – early 1930s it took place using the potential of pre-revolutionary teacher seminaries and institutes. Since political power in the region repeatedly changed hands during the civil war, the process of forming a Soviet model of pedagogical education was associated with a number of problems. Only with the final establishment of Soviet power in Siberia and the Far East were all-Russian transformations carried out in the system of training teaching staff, the network of pedagogical educational institutions was expanded, which ensured the introduction of universal compulsory education in the region, as well as throughout the country, in rural areas in the amount of a four-year primary school, and in cities and workers' settlements – in the amount of a seven-year school. The expansion of the network of pedagogical universities and technical schools beyond the Urals continued in subsequent years, meeting the needs of the development of the general and vocational education system of the region.
About the authors
M. P Voitekhovskaya
Tomsk State Pedagogical University
S. A Kochurina
Tomsk State Pedagogical University
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