The Formation of Teachers' Community in Eastern Siberia

In the article, the process of the teachers' community establishment in Eastern Siberia at the end of the 19th century and in the beginning of the 20th century is considered. The historiographic analysis shows that the teaching environment as a subject of research is analyzed from different points of view. In the context of the contemporary investigations of the modern historical science, numerous works on both the position of a teacher and social organizations in the system of education are published. The main aim of the article is to analyze the formation of the teachers' community in Eastern Siberia within the framework of the conception of local communities. Using all the approaches of the theory, the author analyzed the consolidation of the teaching environment. The process had its long history. It is emphasized that the teaching environment had a differentiated character in terms of its professional development. On the basis of regulatory legal acts, it was determined that one of the major factors which made the members of the community become closer and friendly was the system of promotion in rank and the inclusion of the profession of a teacher in the system of state service. The regional features of the teachers' community were presented in the state program which concerned teachers of remote regions, including Eastern Siberia. On the basis of the analysis of archive materials first used in science, the appearance and the activity of teachers' social organizations were investigated. It is established that charitable organizations that granted financial support to teachers were widely spread. In the second decade of the 20th century, the targeted charity of organizations transformed into the methodological and professional activities to support young teachers. A considerable attention was paid to the communicative environment and ways of interaction of members of the teachers' community. It is found that the interpersonal communication between teachers was hard because settlements and schools were located at long distances from each other. The basic ways of the interaction between teachers were short-time classes and social organizations. A special way of interaction within the community was the high degree of political activity of primary school teachers. As a result of the investigation, it was concluded that before the revolution in 1917 the teaching environment in Eastern Siberia had characteristic traits of the regional teachers' community.

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