This dissertation provides a comprehensive analysis of the establishment and development of Ternopil Institute for Advanced Teacher Training. A thorough study of the existing historiographical base on the topic reveals that the issue of advanced training for teachers was primarily considered in the context of the establishing such institutes, and with only a few references to the first heads of these institutions. Existing works mainly cover the activities of such institutions in the post-World War II period or present them in a generalised form.
The scientific novelty of the dissertation is determined by the absence of specialised works in both domestic and foreign historiography that provide a detailed analysis of documents on such a topic within the defined chronological boundaries. A critical review of the existing historiographical contributions by Ukrainian researchers regarding the topic has been undertaken. Previously little-known archival documentary sources have been introduced into the scientific discourse. These materials, which were either not previously utilised or studied partially, form the basis of this research. The analysis of archival documents has revealed a significant volume of personal, social, and professional information related to the Institute’s activities.
Particular emphasis has been placed on the issue of ideological influence through the media and propaganda. As part of their professional development, teachers attended lectures on ideological, and political themes. Furthermore, mass events involving the Institute’s methodologists were organised to disseminate Soviet ideological doctrines. Resolutions, orders and directives were issued to strengthen control over the Sovietisation of educational institutions, and the raising the younger generation. The Soviet system regarded institutions of this type, including Ternopil Institute for Advanced Teacher Training, as tools for imposing communist ideology.
The presented research examines the systematic introduction of socialist competitions in schools and their impact on the educational process. The provision of all the necessities for conducting teacher professional development courses at the Institute, ranging from stationery and methodological literature to household items (e.g. bed linen) has been analysed. Personnel policy issues have also been considered, particularly staff turnover and changes in the names of structural units, as well as the impact of these changes on the Institution’s overall activities.
The research examines the network of educational institutions subordinated to the regional department of public education, specifically extracurricular institutions. The financial aspect of providing film libraries with the necessary equipment for effective operation has been of particular interest, as it served as an instrument of agitational and ideological influence on the region’s population. The analysis of the network of film screenings in the districts enables the evaluation of their influence on the local population and the nature and sources of funding for such events. The study’s findings demonstrate the systematic integration Ternopil Institute for Advanced Teacher Training into the Soviet model of educational management, which was characterised by a distinct ideological approach.
The personnel policy of Ternopil Institute for Advanced Teacher Training, analysed through archival data from the State Archives of Ternopil Region and the internal archives of the Ternopil Regional Communal Institute of Postgraduate Pedagogical Education, indicates a certain localization of the staff. The initial group of methodologists was predominantly comprised of local residents and natives of the Ternopil region, a circumstance primarily attributable to the pronounced paucity of personnel that prevailed during the post-war era. The demand for educators was met through correspondence studies at higher educational institutions or short-term retraining courses
The research highlights the role of institutions such Ternopil Institute for Advanced Teacher Training, not only in providing methodological support to educators but also in implementing key directives of the Ministry of Education of the Ukrainian SSR. The Institute functioned as a conduit for innovative ideas in educational reform, systematically adapting pedagogical staff to new educational standards and state requirements. Its activities were twofold: firstly, they were directed towards the enhancement of pedagogues’ professional skills, and secondly, they were aimed at ensuring ideological upbringing in line with state educational policy at that time. Generally, the work of Ternopil Institute for Advanced Teacher Training demonstrates an integral component of the Soviet educational management system, namely the concurrent provision of methodological support, ideological control and fulfilment of the state’s socio-political mandate.
