Integration Of Theoretical And Practical Teacher Training

Abstract

The subject matter of this research would be the fact that the traditional methods of integration of theoretical and practical teacher training in modern conditions do not improve the quality of school education; the conditions of transformation of school children’s and teachers’ personalities, of school and society. Statistical and sociological data analysis shows that transformation of teacher-training education is related to deformation of social conscience, curricula and education programs, content of disciplines and teaching practices. All this has negative effect on the quality of teacher training and the quality of school education. New mechanisms of integration of theoretical and practical teacher training are needed. The matrix of integration problems and integration mechanisms obtained during the study made it possible to formulate recommendations: development of integration mechanisms requires, first and foremost: solve the problems related to the elements of the logical structure of integration (these are the resulting problems): lack of correlation between the basic cooperating discipline (e.g. educational psychology, teaching philosophy, development theory, history of educational thought, methods of teaching the subject), defining the objective of integration and a particular integrative result; develop external integration techniques related to autonomous problems: incompatibility of components of the content with certain forms of educational activity, of methods and means of teaching and development, etc.; with systems unfit for the processes of education transformation.