CHALLENGES AND PERSPECTIVES OF TEACHING METHODOLOGIES

Abstract

The paper aims at identifying key challenges and possible perspectives of the de velopment of contemporary teaching methodologies. By means of a metatheoret ical-comparative analysis and a synthesis dominant epistemological-constitutive, paradigmatic-conceptional, and core issue challenges have been established and exemplified, as well as possibilities of their overcoming within the framework of effi cient teaching methodologies. The following challenges have been identified: inabil ity to define a dividing line between general subjects teaching methodologies and the rest of tangent pedagogical and other disciplines in terms of terminology and scientific/scholarly nature, methodologies of theoretical and practical vocational secondary school subjects not being established, and limitations and contradictions of scientisation and pedagogization of teaching methodologies and their being pre dominantly founded upon conservative (and partly rationalistic) didactic paradigm, as well as the domination of the system and model of traditional verbal teaching. Possible development perspectives of teaching methodologies are as follows: defin ing a dividing line between general subjects teaching methodologies and the rest of tangent pedagogical and other disciplines in terms of terminology and scientific/ scholarly nature, overcoming of their scientisation and pedagogization by means of interdisciplinary and multidisciplinary research, competent team realisation of research projects and establishment of exemplary models of initial methodologies of theoretical and practical vocational secondary school subjects based on such projects, founding methodological concepts primarily on the constructive and ho listic didactic paradigm, as well as experimental development, valorization, and dissemination of innovative teaching systems and their implementation as regards their respective themes and proper pedagogical outcomes.