Early Forms of Teachers’ Education in the Republic of Chuvashia

In the process of establishment of teacher education each region of the Russian Federation has its own characteristics. In the era of global natural and social disasters, the rapid spread of deadly viral diseases, the issues of organizing new forms of employees' work, including in the education system, are becoming urgent. The teacher ceases to be just a source of information, mobility is expected from him, readiness to apply non-standard forms of education, independence, readiness to learn new things. It seems to us valuable to study historical experience in the deployment of new forms of teacher education both in the country and in a single region of the Russian Federation. The author analyzes the period of the 1920s, the historical and pedagogical conditions for the birth of the first forms of mass training of pedagogical personnel in a critical era, the era of the establishment of a new social order in the territory of a separate subject the modern Republic of Chuvashia. Much attention is given to the need to develop new approaches and forms of retraining in connection with the creation of a unified labor school and the elimination illiteracy, the main stages of the development process of the system of teacher education is analyzed as well as the effectiveness of the models used. The leading research method was the comparative historical method, with the help of which a comparison was made of the development trends of the advanced training forms of pedagogical personnel of the Russian Federation considering regional characteristics. It is proved that Chuvash Autonomy, having inherited certain traditions in teacher education in the difficult socio-economic conditions, made attempts to organize the training of teachers for a rapidly growing network of schools. The educational authorities, following the instructions of the center, organized professional training in accordance with the tasks set by the state. The materials presented in the article make it possible to evaluate the educational level of Chuvash teachers, class composition, retraining content, forms and methods of advanced training in the 1920s.