Abstract
In accordance with the update of the methodological tools of scientific and pedagogical research, in the conditions of global, technological challenges and social transformations, the necessity of application of the principle of complementarity is becoming more relevant. The article analyzes the conceptual interpretations of “complementarityˮ as a phenomenon and approach, and presents the author’s definition of “the principle of complementarityˮ in pedagogy. It highlights its interdisciplinary features, and the relevance in the design and functioning of innovative educational systems. The author of the article provides a methodological overview of the opposites in the complementary interaction of educational phenomena, identifies the advantages of the pedagogical systems based on the principle of complementarity (sustainability, openness, dynamics and nonlinearity of development, ability to self-development, adaptability of management, competitiveness, individual uniqueness), and describes the varieties of complementarity in their functional interaction (reinforcing, flanking, balanced). It is stated that the effective characteristics of distance learning as a result of complementary interactions are: accessibility, comprehensiveness, parallelism, equity, affordability. The constructive influence of distance learning on the pedagogical system is evident in structural, functional and organizational dimensions. It is argued that professional distance training of elementary school teachers according to the principle of complementarity as a system-forming factor is productive provided the interdependent relationship between the triad “professional training-technology-resourcesˮ in the initial categories of “idea-means-methodˮ. The subjective features of components and possibilities in complementary interaction are characterized. Keywords: the principle of complementarity, professional training of a primary school teacher, distance learning, methodology, pedagogical system.
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