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This article highlights and discusses the periods of development of peduklons in the 1920-1930s in the Orenburg region. The features of training future teachers for the Soviet school are revealed. And also the pain points characteristic of schools in 1297 are given, which were identified as a result of a survey of students, namely: a) the monotony of work methods in first-level schools, which discouraged interest in passive practical training; b) little time to study notes, since it was not always possible to get material from the teacher in a week; c) poor participation of trainees in the social work of the first-level school; d) insufficient number of trial lessons; e) the impossibility for everyone to familiarize themselves with the work of 3 and 4 gr. And recommendations are given: “a) contact the school more closely; b) improve relationships between teachers of first-level schools and trainees; c) strengthen work in public organizations of schools; d) increase the number of trial lessons; e) more opportunities on the part of schools for trainees to demonstrate their activity; f) more fully organize the recording of school attendance by trainees; g) allocate one day from the weekly schedule specifically for the workshop, since students have to study without rest after the workshop at their school.” Based on theoretical analysis, a specific curriculum for a labor school of the second stage is presented (using the example of school No. 8 named after Profintern in Orenburg (1928-29 academic year), the practice of organizing education in Orenburg schools that worked according to “pedagogical lines” is considered.
Ekaterina Bugakova (Fri,) studied this question.