CONSTRUCTIVIST PERSPECTIVES ON TEACHERS' LEARNING

The topicality of the problem is determined by the contradiction between requirements concerning qualitative and competitive teachers education and inelastic requirements concerning the study system. Studies show that even students who score well in exams are often unable to integrate or contrast memorized facts with real-life applications successfully (Skolnikova, T, 2003; Porozovs, J., 2005). The contradiction in its turn requires paying greater attention to the quality of teachers' education process, taking into account the newest approaches in studies. The new insights into the theory of cognition stress the constructivist approach to learning and develop individual learning for every person, because everyone themselves construct their learning based on their previous experience. Communication and cooperation is carried out during the exchange of experience, enriching mutual socio-cultural environment.