Konstruktywistyczna edukacja do konstruktywistycznego nauczania. Redefinicja relacji teorii i praktyki w akademickim kształceniu nauczycieli
Constructive education for constructive teaching. Redefining the relationship between theory and practice in academic teacher education

Summary/Abstract: In this article, I discuss adult learning models and their implications in the field of academic didacticsaddressed to teacher candidates, which seem adequate to thinking about teaching (learning) inschool inspired by constructivist-interpretative paradigms (Klus-Stańska 2018). Referring to DavidGuile’s (2005b) typology of approaches to professional education, which takes into account thecriterion of the adopted theories of learning (a monological approach based on cognitivism, a dialogical/participatory approach, rooted in the model of cognition situated in context, and a trialogicalapproach corresponding to the theory of activity along with social constructivism), I compare theimplications of the differentiated re/defining of the theory and practice relations in the programmesof the pedagogical component of studies constructed in accordance with the identified approaches.

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