EDUCATION OF FUTURE TEACHERS: THEORY AND PRACTICE

Preparing the students for the teaching profession requires a combination of theory and practice. It thus seems advisable to present examples of good practice during classes conducted at universities, but also to prepare students for the clash with the school reality, explain the discrepancies. Authors stated a question: To what extent school reality is compatible with the theory presented during the pre-service teacher training? The answers to the research questions were sought by analysing university students' reports from their teaching practice and narrative interviews conducted during the first class after the end of the practice. 77 teaching practice reports were analysed, and they concerned the practice performed in lower and upper secondary schools located in Krakow and southern Poland. The preliminary analysis of students' reports and interviews with university students indicated that the greatest discrepancies between what pre-service students read in textbooks on teaching chemistry or what they came across while doing school practice. Out of the lesson elements examined, recapitulation is the most neglected one. In all the cases examined, homework was assigned very often, almost after each lesson. No examples of homework serving the purpose of investigating the knowledge related to the new lesson, i.e. the so-called flipped learning, have been observed.