Kovpak E. Development of correspondence pedagogical education in Ukraine (50-80's of XX century)

The dissertation is devoted to the complex historical and pedagogical study of the development of correspondence pedagogical education in Ukraine in the 50-80s of the XX century. The dissertation presents the historiography of the problem and systematizes the source base of the research. The problem of development of correspondence pedagogical education is considered in the socio-historical context, the main stages of its development in the 50's and 80's of the twentieth century are identified and substantiated: Stage I (1950–1965) – organizational registration of correspondence pedagogical education, increase of its quantitative indicators, polytechnization, strengthening of communication with life-long learning; Stage II (1966–1984) – improvement of the content of vocational training, pedagogization of the educational process, improvement of educational and methodological support and improvement of the quality of training; Stage III (1985–1990) – an attempt to reform part-time pedagogical education, to expand the rights of higher education institutions, to give them academic freedom. According to the determined stages the peculiarities of the organization of educational and examination sessions (establishment of a fixed term of summer and winter sessions, introduction of a subject-course system of training, ensuring the optimal distribution of training courses for lectures, seminars, laboratory and practical works, polytechnic education, psychosocial education, and advanced training of psychologists - pedagogical training, ideologization of the educational process, etc.) and the specifics of the organization of practices and independent work (elimination of shortcomings and reinforcing the role of different types of practices, including practices to content polytechnic and industrial component, the use of differentiated and individual approaches in the organization and conduct practices, organizing training and counseling centers, student performance tests in the intersession period, preparation of educational materials). The results of the study allowed to determine the prognostic possibilities of the development of correspondence pedagogical education in Ukraine on the basis of the use of positive historical and pedagogical experience.