PREREQUISITES OF FUTUTE MATHEMATICS TEACHERS’ TRAINING IN THE SYSTEM OF PEDAGOGICAL EDUCATION OF UKRAINE (THE FIRST HALF OF THE 20TH CENTURY)

Introduction. The brief history of the system of pedagogical education in the first half of the twentieth century is studied to establishing basic laws in organizing the process of teacher training in mathematics. This period is the basis for further reorganization of teacher training in mathematics. Purpose. The purpose of the article is the analysis of the professional training of the math teacher in the system of pedagogical education of Ukraine in the first half of the twentieth century. Results. Before the revolution, the mathematics teacher training lasted for six years (university study and training course.) In the first years of Soviet Ukraine, it was necessary to prepare a large number of teachers in a short period, to create new programs and curricula for them. The challenges and difficulties were in constant changes of types of educational institutions: institutes of education, specialized departments in chemistry, mathematics, physics at institutes of education, pedagogical institutes, pedagogical departments of the universities. In early 1933, Ukrainian system of higher pedagogical education consisted of four institutes of physics, mathematics, chemistry (four-year education based on university programs;) six institutes of professional education, twenty-three institutes of social education and some specialized institutes. At the beginning of the 1933–1934 academic year, 28 pedagogical institutes were organized which provided 4-year education; teacher institutes with 2- and 3-year programs also appeared. In 1950–1951 academic year, having gone through reforms of “strengthening,” “improvement” and “expansion” of the system of higher pedagogical education, it was possible to become a math teacher after graduating from teacher institute (incomplete higher education,) pedagogical institute or university (complete higher education with the right to teach in 8-10 grades.) Conclusion. During the first half of the XX century, numerous reform actions were carried out; changes occurred in structure and content of mathematics teacher training in Ukraine. Further scientific research is aimed at studying the content and organization of educational process in institutions for teacher training in the second half of the XX century.