Shevchuk M. Organizational and pedagogical principles of Poltava Teachers' Institute (1914-1941).

The dissertation is devoted to studying and analyzing the development of organizational and pedagogical principles at Poltava Teachers' Institute in 1914-1941. On the basis of analysis of bibliographic and historiographical material, the stages of development of organizational and pedagogical foundations formation in Poltava Teachers' Institute (1914-1941) are singled out: 1) 1914-1917 - the imperial stage. 2) 1917-1921 - the stage of the Civil War and the National Liberation Contest of Ukrainians. We divided it into sub-steps: a) the activities of the Central Council (1917 - early 1918); b) Hetmanate (April-December 1918); c) Directory (November 1918 - January 1919); d) Soviet-White Guard (January-November 1919); e) Soviet military-communist (December 1919 - April 1921). 3) NEP period (April 1921 - August 1930). 4) Repressive (1930 - before the beginning of the Soviet-German war in 1941). It can be divided into several sub-stages: a) activity of the Institute of Social Education (1930-1933); b) Poltava Pedagogical Institute (1933-1941). The peculiarities of actualization and assimilation of knowledge formed during 1914-1941 in the modern activity of Poltava National Pedagogical University named after V.G. Korolenko were analyzed. It was established that in Poltava Pedagogical Institute, the components of organizational and pedagogical principles in the educational process actively used the experience of V. Sukhomlynskyi. There was the concept of education in work actively used, which was supposed to help a child in the development, to make a conscious choice of occupation in adulthood and realize himself as a personality. It is found out that today at Poltava V.G. Korolenko National Pedagogical University, the peculiarities of pedagogical preparation were transformed most of all into pedagogical specialties. In particular, in the study of psychology and pedagogy, teachers are tasked with: inculcating patriotic values for student youth as future teachers, improving the educational and professional training of young specialists, which is based on improving motivation and increasing general training.