Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”

Vol. 1, No. 1, 2015 open access Open access

Description of the history of origin and development of Mukachevo teachers' seminary (1914–1919)

Sofiya Yu. Chovriy

Pages 30 –36 Views 950 Views

Abstract

The separate aspects of origin of the Mukachevo teachers’ seminary have been reflected in the article. Factors that influenced on development of professional pedagogical education for preparation of teachers of primary schools of region at the beginning of ХХ century have been determined. The aim of publication was to systematize information about the formation and development of establishment of professional pedagogical education for primary school teachers training in Mukachevo (1914–1919). The aim presupposed the fulfilling the following tasks: to analyze the pre-conditions of formation of teacher training institutions in Mukachevo; to distinguish factors that influenced on genesis of professional pedagogical education in an investigated period in Mukachevo. In the formation of professional pedagogical education in Transcarpathia, Mukachevo teacher training seminary played a significant role. Historical and pedagogical analysis of its origin and development made possible the determination of factors that accompanied contributed, have sustained changes in the dynamics of the forward movement of professional pedagogical education in the region. These include factors: solve the problem of training qualified professionals for public schools; outstanding figures who created the living history of the region, who asserted advanced at that time, European views on the development of educational thought in the region. 

Keywords

professional pedagogical education, teacher training seminary

References

References in the process of publication

Suggested citation

Sofiya Yu. Chovriy (2015). Description of the history of origin and development of Mukachevo teachers' seminary (1914–1919) . Scientific Bulletin of Mukachevo State University. Series “Pedagogy and Psychology”, 1(1), 30-36.