The professional self-development of the teacher of the rural ungraded school: the statement of the question

The article deals with the analysis of the pedagogical and sociocultural peculiarities of the rural ungraded schools, their significance in the sustainable development of the rural territories. The author becomes actual the problem of the enlargement of the professional and social functions of the teacher of rural ungraded schools and, as consequence, the necessity of providing the conditions of his professional self-development.