Educating Teachers, Some Remarks Regarding the Theory and the Practice

Abstract

The article presents - against the author distinguished outlooks on the concepts of the teachers’ education - the key issues of education, supplementary training of teachers and improvement of their vocational skills. The eventual as well as actually observed effects of detaching of the teaching practice from the pedeutological theories, in particular in the situation when the accepted models are, in numerous cases decided by groups of people unfamiliar with those theories are discussed. Such a State of affairs may result in the growing role of the common knowledge or particular factional interests in the adopted Solutions. The practice of the teachers’ education was presented in aspect of, existing for many years - and according to the author, of small applicability - curricula, organizational and methodic Solutions; local conditions of particular school types and interferences shared with all areas of social life, in the period of transformation. The period of spontaneous battles for sense, content, methods and forms of teachers’ education, accompanied by the numerous negative phenomena, also brings about the attempts to formulate new Solutions. The author pays attention to the undertaken attempts to draw the future model, the vision of the differentiated teachers’ education, and attributing the significant role in the process to the community of educators dealing with theory and practice of the teachers’ education.