Teacher training seminaries in the Ternopil Voivodeship in the first postwar years (based on the materials of the journal “Dziennik Urzędowy dla Kuratorium Okręgu Szkolnego Lwowskiego”)

The article examines the functioning of teacher training seminaries in the Ternopil Voivodeship during the first postwar years (1921–1924) based on materials from the official publication “Dziennik Urzędowy dla Kuratorium Okręgu Szkolnego Lwowskiego”. It analyzes the specific features of the reconstruction of the system of pedagogical education under conditions of socio-economic crisis and administrative reorganization of the educational space of Eastern Galicia following the First World War and the Polish–Ukrainian conflict. It has been established that teacher training seminaries became key institutions for the preparation of teaching staff for primary schools, simultaneously performing educational, social, and state-building functions. The role of the Lviv School District Curatorship in centralizing the management of educational institutions, regulating personnel policy, introducing new curricula, and organizing the educational process is elucidated. The network of state and private teacher training seminaries in the regionparticularly in Ternopil, Brody, Chortkiv, Berezhany, and Buchach-is characterized, and their place within the structure of the voivodeship’s educational system is defined. Special attention is paid to the analysis of admission requirements, the content of curricula, the transition to a five-year term of study, the organization of final examinations (matura), and the functioning of practice schools as bases for the practical training of future teachers. The mechanisms of state support for students are highlighted, including the system of scholarships and social benefits, as well as the practice of compulsory service of graduates in public schools. It is demonstrated that despite significant material difficulties, a shortage of qualified personnel, and the temporary status of part of the teaching staff, teacher training seminaries ensured the stable functioning of the teacher training system. It is proven that their activities contributed to the gradual normalization of the educational process and the integration of the region into the nationwide educational model of interwar Poland.