HISTORY OF POLTAVA TEACHER INSTITUTE: RETURN TO THE PROBLEM

The article is written in the development of previous studies by authors and their participation (Bulava, Shevchuk & Mashchenko, 2014; Bulava & Mashchenko, 2018, Bulava & Rotach, 2018, Bulava, 2018 (a), Bulava, 2018 (b), Tarasov, 1952; Tkachenko, 2016; Tkachenko, 2018; Tkachenko, Sheremetov Vasilii Yuliyanovich). Activities of the Poltava Teachers' Institute during 1914-1917 were also studied by Y. Z. Balabanovich, A. M. Boyko, M. Bibluk, B. Volkov, V. Ye. Loburets, M. N. Nizhynsky, G. A. Sozinova, G. Hillig and others. At the same time, his activities in 1918-1919 (at the time of the Ukrainian National Revolution and the Civil War) have been little studied; The focus was on the figure of A. S. Makarenko (Oks & Hillig, 2001).From the point of view of the authors, need to be clarified: the chronological framework of the institution; periodization of the organization of the educational process in its content; the status of the institution and participants in the educational process; place of establishment in the educational network of the time of the city of Poltava and the region. Need to be further studied: biographies of teachers as organizers of the educational process at the institute; biographies of the students of the institute (in terms of implementing the results of studies at the institute).The purpose of the article is to clarify the upper chronological boundary of the institution, the periodization of the organization of the educational process in it, the place of establishment in the local and regional educational network of the time and biographical information of the participants in the educational process. The new and well-known materials about the activity of the Poltava Teachers' Institute during the years 1914-1919 have been analyzed and studied from another angle. In particular, attention is focused on the recently discovered photo with the signatures of the surnames of classmates A. S. Makarenko; traced the professional activities of individual graduates whose biographies are known to some extent to the authors.

The Tickit to Teacher Learning: Designing Professional Development According to Situative Principles

Professional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) successfully answers both challenges. This article reports on a study aimed at understanding the impact of one professional development program on self-reported levels of technology integration. We then frame the success of the design and the positive associations of the TICKIT experiences with increased levels of technology integration against the situated perspective on learning. The situated perspective and its instantiation in the teacher institute provide insight about why the program was effective. We propose that the active ingredient in the model is the intentional design of the program around the tenets of the situated perspective.