Volume 13, Nº 1 (2023)

Since the end of the 19th century, the resource of the Turkic-Tatar discourse in the Russian educational space required an adequate perception and assessment of development prospects. There were a number of problems on the way of its specialization in the practical sphere. Russia lagged significantly behind in the involvement of the non-Russian population in the educational practices of the state education system. The political practice of forming a common educational space for the entire population was dissonant with traditional educational institutions and their practices, although there were supporters of reforms among those. Both sides: the imperial center and the reformers of traditional schools understood modernization both as renewal on the old basis, and as a process organized and solved. The goals, seen differently by each side, determined the nature of the struggle: tough and diverse. The parties took an active position. A significant part of the population preserved the institutions and resources of their culture, claiming different degrees of political and legal self-activity.

The formation and development of the history department at the Kazan State Pedagogical Institute, which was established in 1934 simultaneously with the restoration of the history departments at Moscow State University and Leningrad State University, is characterized. The creation of a history department at KSPI (since 1994 – Kazan State Pedagogical University, since 2005 – Tatar State Humanitarian and Pedagogical University), a previously restored history department at Kazan State University, is justified by the preservation of the training of history teachers at the Eastern Pedagogical Institute in the 1920s, when all the history faculties in the country were transformed into backgrounds. The stages of historical education in KSPI-KSPU-TGGPU, the formation and activities of the scientific and pedagogical staff of the historical departments of the faculty and there ties with the higher education institutes of Russia are traced.

The article examines the development of pedagogical education in the 1920s–1930s on the example of historical education. During this period, historical education was concentrated at the Eastern Pedagogical Institute, where there were two departments of Russian history and general history. The initial curriculum was similar to that of the History Department of Kazan University, but later it was reworked in accordance with new trends in the teaching of historical and social sciences. The publication of the decree "On the teaching of civil history in schools of the USSR" of the Council of People’s Commissars and the Central Committee of the All-Union Communist Party of Bolsheviks dated by May 26, 1934 in the Eastern Pedagogical Institute marked a return to a specific history in a systematic presentation and chronological sequence, which led to a new restructuring of historical education. All these twists and turns influenced the development of historical science in the country as a whole: the subject of research has changed, their intensity has decreased, many works have not been published. In this regard, the activities of Kazan professors S.P. and D.P. Shestakov are of interest. During this period, S.P. Shestakov tried to preserve historical education in Kazan, actively participating in the discussion of reforms, as well as offering new courses in connection with the establishment of Marxist methodology. He is quite actively published during this period, participates in the work of the Academy of Sciences. D.P. Shestakov took the changes more negatively and paid more attention to creative activity (he was a poet), although he continued to teach.

In the paper the socio-economic status of students is studied on the example of the Eastern Pedagogical Institute in the 1920s. Attention is drawn to the housing problem and ways to solve it, as well as to the main issues related to the social security of students: conditions for obtaining scholarships, preferential travel, medical support. Particular attention is paid to the work of the charitable organization "the European Student Relief", which acted on behalf of the famous traveler and philanthropist F. Nansen.

The article reveals the process of formation of a system for the training of pedagogical personnel on the basis of regional material. Particular attention is paid to the peculiarities of the implementation of the state policy for the mass training of teachers after the end of the civil war and during the introduction of primary universal education. On the basis of sources of personal origin, the teaching and upbringing process at the teacher's institute, which had considerable independence, is reconstructed. The reasons that did not allow to fully provide the regional education system with teaching staff are analyzed.

This article analyzes the organizational, educational, and scientific activities of the Karelian State Pedagogical Institute during the Stalinist modernization of the 1930s. Sources of formation, number, and composition of new social groups of the Karelian urban population: university lecturers and students were identified. The article shows that the institute activities in Karelia significantly increased the availability of higher education for rural youth and the Finno-Ugric peoples' representatives in the 1930s.

The article is devoted to the study of the educational everyday life of students of the Yelabuga Teacher's Institute during the formation of the system of higher pedagogical education in the USSR. According to the Decree of the Council of People’s Commissars of the RSFSR in 1939, 48 pedagogical schools were transformed into teachers' institutes. Within a few years, a wide network of such institutions was created in the country. Only in the RSFSR in 1940 there were 130 teacher’s institutes, and by 1945 there were already 187 of them. By the decree of the Government of the USSR in Yelabuga, by the beginning of the 1939–1940 academic year, a teacher’s institute of republican significance was created on the basis of a pedagogical school. The study was carried out on the example of the Yelabuga Teachers’ Institute based on the analysis of archival sources and materials from the periodical press.

The study analyzes the main structural components of the educational everyday life of students of the teacher’s institute: temporal characteristics associated with educational activities; organization of the educational process at the institute; observance of generally accepted norms and rules of behavior of students, methods of spending leisure and recreation, culture of food and life. The housing and material and financial conditions of the life of student youth in the conditions of Soviet reality in the pre-war period were studied.

The paper reveals one of the stages of the development of pedagogical education in the Elabuga Institute (branch) of the Kazan Federal University. Based on archival materials, the author analyzes the reorganization of the Yelabuga Teachers' Institute into the Yelabuga State Pedagogical Institute in 1953. The sources allow us to identify the teaching staff, the level and quality of education at the institute, to characterize the cultural and educational space of the institute. Source analysis makes it possible to show what requirements the Ministry of Education of the RSFSR imposed on the quality of training of Soviet pedagogical staff, what was the status of the faculty members of the Yelabuga Institute, the level of material facilities of institutes, what financial support from the state students received, how the work of teaching staff was evaluated, how the daily life of teachers and students was presented.