«ZEMSTVO TEACHER» PROGRAM: PAST AND PRESENT

Abstract

The article discusses the tasks and prospects of implementing the state program «Zemstvo teacher», provides the main criteria for competitive selection of candidates, provides statistics on the implementation of the program in certain regions of the country, demonstrating the interest of teachers in the program. The comparative historical and pedagogical analysis of certain provisions of the program «zemstvo teacher» with experience of Zemstvo institutions in the XIX-XX centuries. Special attention is paid to the personality of the Zemstvo teacher, his moral qualities, selflessness, dedication to his work, evidence, historical facts of difficult working conditions and life of teachers are provided. It is noted that despite the low level of equipment in rural schools, lack of textbooks, lack of premises for classes, education was developed in the Russian hinterland, the number of schools and students was increased, educational training was transformed, and there was training in crafts. Examples are given of the fact that the activities of Zemstvo teachers were not limited to teaching subjects in the classroom, but extended to educating the population as a whole, setting up reading rooms, lodging houses, shelters for the destitute, assistance and assistance to the poor. Historical Parallels are illustrated by local examples of school work in the modern Republic of Karelia and the former Olonets province, as proof, excerpts from documentary sources are given, and the views of different authors are compared. In the final part, the author presents the opinions of modern teacherscientists on the need to take into account the historical experience of rural teachers of the past, draws conclusions about the features of the situation of modern rural teachers and their role in the development of rural society. The author emphasizes the need for comprehensive support of a modern zemstvo teacher, the creation of meaningful, sociopsychological, organizational-pedagogical and socio-economic conditions, the organization of support and support services, and the experience of organizing pedagogical communities on the example of the Yaroslavl public organization «Leaders of rural schools».