UNITY OF PEDAGOGICAL THEORY AND PRACTICE AS A SCHOLARLY PROBLEM: HISTORY AND MODERNITY

Abstract

The article deals with the problem of unity and interconnectedness of theory and practice, analyzed from a historical perspective, namely using the insights obtained from J. Dewey’s pragmatic theory, W. Kilpatrick’s Project Method, H. Parkhurst’s Dalton Plan, the laboratory-brigade learning method, and the connection of general education with polytechnic and labor training. It is emphasized that the unity of theoretical and practical components of pedagogical process excludes the question about one of them dominating over the other, or them existing independently. What is, however, of extreme importance in this context, is a strong connection, balance and optimal ratio of both components. The principle of cohesive, fundamental and continuous learning serves as a basis for ensuring unity of pedagogical theory and practice.It is noted that unity of theory and practice is one of the guiding principles in terms of organizing the educational process within the New Ukrainian School. To this end, the methods, systems and technologies which prioritize student selfrealization (such as the flipped classroom, the project method, the case method, the vignette plan, the Dalton Plan etc) have become increasingly more important. In this context, the article underlines the value of high-quality teacher training courses, namely by offering recommendations for increasing their effectiveness: in terms of increasing teacher professionalism, general culture and pedagogical skills within higher educational establishments; in terms of developing new and revising the existing educational and professional programs of Bachelor and Master studies; in terms of updating and perfecting the mechanisms of providing quality educational services.