Sharnenkova T. The organization of the teacher's self-education in the domestic theory and practice (the end of the nineteenth and the first third of the twentieth century)

The thesis presents a historical and pedagogical analysis of the problems of self-education of the teacher in the domestic theory and practice of the late XIX - the first third of the XX-th century; the theoretical ideas of self-education of the teachers and generalized practice of its organization are analyzed and systematized. The origin of the ideas of self-education in the history of the pedagogical thought is revealed; the most effective conditions, forms, methods, techniques and tools for self-education if the teacher are differentiated; the stages of the development and self-education of the teacher of the studied period are outlined. The methodological principles and concepts as well as the categories of the problems of self-education of the teacher are defined. The main trends of self-education of the teacher in the domestic theory and practice of the late XIX - the first third of the XX-th century are differentiated and grounded. The peculiarities of professional self-education of the teacher in the mentioned periods are characterized. On the base of scientific analysis of educational heritage of outstanding domestic scientists, educators, public officials the general conclusions are made about the use of positive ideas in the history of self-education of the teachers in the practice of contemporary teacher.