This article examines the evolution of the content of teacher training in the period from 1917 to 1941. This problem is relevant because historical analysis of curricula helps to understand how the planning of the educational process took place and to draw lessons for the modern system of teacher education, which is in a state of continuous reform. It also examines the ideological component in teacher training, the process of introducing certain academic disciplines and its causes, and the changing structure of curricula over two decades. The study helps to trace not only the evolution of the planning of the educational process, but also the role of crucial historical events and individuals who influenced the formation of the content of teacher education in the period under study.