Abstract:

In the rapidly changing realities of economic and socio-political relations, it is necessary to upgrade the skills of specialists continuously and sustainably, including pedagogical staff, because the educational system is the supplier of human resources for the renewing and modernizing sectors of the country's economy. Therefore, the priority task for the development of modern society is to increase the professional level of teachers. In many countries of the world, including Russia, there is a constant search for ways and methods of improving the skills of school teachers, representatives of educational management, university and college teachers. Russian Federation has accumulated a wealth of experience in this area. The system of teachers’ retraining, established in the Soviet period of educational practice of Russia, had a clear structure, goals determined by the state, forms and methods of organization of work. However, the system does not arise by itself. Its creation is preceded by certain social and pedagogical conditions, the origin of prerequisites, initial forms and methods of professional development. In the twentieth century the country of the USSR, being a multinational state, had a sufficiently developed network of institutions that carried out continuous pedagogical education and retraining. In each region, including the Tatar Autonomous Soviet Socialist Republic, each teacher was obliged to improve his qualification every five years at least once a year. In this paper, we tried to describe the conditions for the inception of early forms and methods of improving the qualifications of teachers of the Republic of Tatarstan in one of the most vivid and dramatic periods of the development of the region - the period of establishing a new social order, and, consequently, the change of the educational paradigm - 1920-1930. Using statistical, archival, historical materials of local lore, the authors prove that the system of professional development of the Republic of Tatarstan, being one of the links of the all-Union advanced teachers’ training system, had a number of national characteristics due to the large number of national teaching staff. It is proved that within two decades, after the October 1917 coup, both the quantitative and qualitative leap in all components of the education system was made. These studies can be used to take into account local historically-conditioned traditions for determining strategies for the development of educational processes both in the conditions of the region and in the country as a whole.

Keywords:

Educational system, primary schools, preparation of teachers, courses for new teaching staff, new social oder, political education, teachers retraining institute.