Vasylieva S. Teacher's Professional Status Development in the National Pedagogical Theory and Practice (the second part of XX - the early XXI century).

Object - teacher's professional status development as a pedagogical phenomenon; the aim -to systematize the theoretical ideas and generalize the data on teacher's professional status development accumulated in domestic secondary schools and within the teacher training system during the second part of XX - the early XXI century in order to reveal the achievements and implement them in the present day practice of teacher training institutions; methods - general scientific, historical-structural, historical-genetic, historical-comparative, retro-praximetric, personalistic-biographical, historical-perspective; novelty - the research is the first to present a comprehensive retrospective analysis of the problem of teacher's professional status development in the pedagogy of Ukraine of the second part of XX - the early XXI century based on the modern methodological views and beliefs: the definition of the term "teacher's professional status" is specified, its components are considered; the outer and inner factor groups influencing the teacher's professional status development are analysed; the system of teacher's primary traditional and specific professional and individual qualities characteristic to a certain historic period and ensuring his/her professional status forming is substantiated; the issues of social-political and organizational-pedagogical conditions providing for teacher's professional status development as well as forms, methods, modes of teacher's professional status development and forming in educational institutions of Ukraine of the period under research have acquired further study. Unknown and little-known archival documents (94 units) are introduced for further scientific study; results - the ideas and conclusions of the research offer a new objective interpretation of teacher's professional status development in the national pedagogical theory and practice of the second part of XX - the early XXI century and may provide a basis for raising the quality of training teachers and of teachers' professional development programmes. The factual data and theoretical conclusions of the research and methodologies of historical-pedagogical research will be helpful to educators interested in History of Pedagogy as a science and history of Ukraine of the second part of XX - the early XXI century and may be of use to carrying out multipurpose historical pedagogical studies; field - pedagogy.