LAUSR

The solution to the problems of public education has always been associated with the level of training of teaching staff for elementary school. Constantly increasing new educational requirements have initiated the need to improve the training and further continuous professional development of primary school teachers. One of the significant factors of the sociocultural environment of that time can be attributed to public administration in the system of pedagogical training of primary school teachers from the 60s of the 19th century [9]. Based on the sad results of the Crimean War, as well as the abolition of serfdom, society itself, with an incredible desire for education and a deep awareness of its benefits, not satisfied with the organization of modern schools, was often lost and confused in its aspirations for their correct and expedient formulation. The preparation and implementation of the great reform fundamentally changed the whole system of Russian life; caused an upsurge in mental and moral strength in various segments of the population and revolutionized not only economic relations, but also mores, customs, and concepts. It is this historical period that can be confidently called the “renaissance of Russian pedagogy”, since its main provisions were formulated by K.D. Ushinsky and his followers [8]. However, pedagogical literature was not accessible to such a wide circle of people despite the acute desire of society to join the cause of teacher education. This historical study presents the result of a comparison of the main pedagogical periodicals, which reflected the process of formation of the national education system of public school teachers in the second half of the 19th century.