ESTABLISHING OF TEACHER’S INSTITUTE: HISTORY AND MODERNITY

Introduction. Today's challenges require changes in education - general, secondary and pedagogical. They are reflected in the Concept of the «New Ukrainian School», based on the Concept of the Secondary School of Ukraine developed by the National Academy of Educational Sciences of Ukraine, which defines the main directions of education reform. In the context of the need to update the meaning of education, namely, changing the educational paradigm to competence-based, personality-oriented, the main purpose of Higher Pedagogical Institutions is the training of educated and creative professionals focused on personal and professional self-development, the development of future teacher values, where humanistic values are defined as leading. Humanism in modern conditions is the methodological basis of education, the moral basis for the shaping of personality. It characterizes the value aspects of education as a social phenomenon. Humanization can be considered as the most important principle that reflects modern social trends in the construction and functioning of the education system. At the same time, humanistic education is the core of national and universal values. Today, the humanization of education is the most important characteristic of the teachers and students way of life, involves the establishment of truly human, humane relations between them in an integral pedagogical process. Purpose. Analysis of the influence of established Teacher's Institutes in the Russian Empire on the development of modern Higher Pedagogical Institutions of Ukraine. Methods. Theoretical and methodological analysis of historical sources, synthesis and systematization. Results. The article analyzes the historical experience of teacher training, studies the patterns and trends in the development of this component of the educational sphere in different historical epochs. Special attention is paid to the study of the establishing of pedagogical education in Ukraine in the late XIX - early XX centuries. The arguments of the historical past of modern higher pedagogical education are highlighted, where the main ones are socio-historical processes that have taken place over the centuries, namely the influence of Teacher's Institutes in the Russian Empire on the development of modern Higher Pedagogical Institutions of Ukraine. Originality. This study does not cover all aspects of the issue. In the future, it is advisable to describe other areas of the combination of historical and modern aspects of the professional training of future teachers, in particular, its organization on the basis of humanistic pedagogy of management and self-government in the educational process. Conclusion. Analysis of the historical experience of teacher training, study of patterns and trends in its development in different historical epochs makes it possible to create a system of high-quality professional training of future teachers, to cover professional and pedagogical orientation, to strengthen professional and pedagogical orientation of the educational process, to form readiness to build and implement one's own professional trajectories.