G. Kachurin on literature teacher training: Back to the past or forward to the future?

Abstract

Introduction. The article analyzes M. G. Kachurin’s views on the training of literature teachers and their relevance in contemporary higher pedagogical education. Since literature is a subject that shapes value orientations and moral convictions, special attention should be paid to the training of the language and literature teacher. In the current circumstances, there arises a need to revise the content of subject-specific training and the methods, forms, and means of practical training for the language and literature teacher, both through the use of innovative teaching technologies and by building upon the existing methodological heritage.

Materials and Methods. The most important element in a teacher’s work is active cognitive-aesthetic activity, which is realized only through the collaborative effort of teacher and student. The teacher must set problem-oriented tasks, motivate students to seek their solutions, develop the child’s interest in independent scholarly inquiry, and awaken their research inclinations. This is possible only when the teacher themselves, “by their approach to work and by the nature of their teaching, is a researcher.” To this end, the teacher must be convinced of the importance and necessity of research activity.

Results of the Study. M. G. Kachurin places the main emphasis on the development of the language and literature teacher’s personality, on a demanding attitude toward oneself, and on the formation of self-knowledge skills. The foundations of professional activity are laid as early as the first year of university study, when the formation of the teacher’s personality begins. During their studies, the student must learn to actively apply the knowledge gained in professional activities, to use and adapt it to specific pedagogical, educational, and upbringing tasks. The professional training of a teacher requires systematicity and a focus on real-world activity. These views of Kachurin have been applied in designing approaches to the implementation of practical training for language and literature teachers at the Faculty of Philology of Herzen State Pedagogical University of Russia, within the framework of the concept of an integrated practicum.

Conclusion. Since, in contemporary conditions, practice becomes a system-forming component of the educational program and ensures the future teacher’s readiness for professional activity in solving educational and upbringing tasks, turning to the scientific and methodological heritage of M. G. Kachurin today is a necessary condition for meaningful forward progress on the path to modernizing the professional training of language and literature teachers in pedagogical universities. It also allows for the integration of traditional approaches and innovative technologies in education.