Pedagogical Integration as a Factor of Humanization in Professional Teacher Education
DOI:
https://doi.org/10.5281/zenodo.19794813Ключевые слова:
pedagogical integration, humanization of education, professional teacher education, integrative worldview, methodological function, developmental function, technological function, reflective practiceАннотация
Contemporary professional education systems are structured around disciplinary specialization; this design
often undermines the humanistic aim of forming reflective, morally responsible, and holistic личности. The study presents
a systematic theoretical and functional analysis of pedagogical integration as a mechanism for the humanization of
professional teacher education. A critical review of the literature and a comparative functional analysis were conducted,
drawing on the foundational works of Bezrukova (1990), Berulava (1993), Danilyuk (2000), and Dzhegutanova (2010-),
as well as the integration taxonomies of Harden (2000-) and Fogarty (1991-). Three invariant functions of pedagogical
integration were identified and hierarchically structured: the methodological function (including worldview-axiological,
heuristic, and instrumental aspects), the developmental function, and the technological function. The worldview-axiological
aspect is determined as the leading humanizing force. Integration humanizes education by shifting the learner from
the position of a human-functioner to that of a human-creator. Institutional, epistemological, and assessment-related
challenges are also examined. Integration is substantiated not as an auxiliary curricular component, but as a fundamental
philosophical orientation of humanistic professional teacher education
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