Views of 20th-century Ukrainian educators on preparing future teachers to implement progressive teaching ideas in primary schools

Abstract

This article characterizes the functionality of didactic ideas in primary education as presented in the works of 20th-century Ukrainian educators. Among these ideas, the following deserve special attention from contemporary scholars: a thorough study by future teachers of the professional experience of foreign and domestic educators, as well as the achievements of previous generations, in order to combine teaching with research; the need to study the principles and patterns of teaching and upbringing; the development of all a child’s physical, moral, and spiritual capacities in accordance with their individual characteristics from the perspective of pedagogical anthropology; the preservation of children’s health; a value-based approach to a child’s individuality and uniqueness; and others. The general theoretical foundations for organizing the training of future primary school teachers during the period under study have been identified, and these must necessarily include: knowledge of child psychology and a psychological understanding of the essence of pedagogical activity; the nurturing of a child’s cultural, humane, spiritual, independent, and creative personality, which realizes its personal and moral potential in various spheres of active engagement; the shaping of the character of a future citizen with a sense of national identity; mastery of various methods and forms of teaching; adherence to a systematic approach in understanding the scientific apparatus and structure of pedagogical science; the pedagogical vocation as a phenomenon of professional activity; ensuring the pedagogical conditions for effective interaction between teachers and schoolchildren; analyzing the school system and the structure of schooling in various countries around the world; a subject-specific approach to mastering educational content in accordance with the guiding principles of didactics; the study of the history of pedagogy, taking into account its significance in a thorough professional education. This article summarizes the views of leading educators of the 20th century, who made significant contributions to the emergence and development of didactic ideas in primary education regarding the sequencing of material in accordance with the stages of a lesson and the structure of lesson logic. Emphasis is placed on the need to take into account the age-related and psychophysiological characteristics of students and to promote pedagogical knowledge in the training of future teachers