The teachers’ education thinking, their individual educational conception (further on IEC) have shown to be a most important factor determining the projecting and the realization of the educational concept, respectively the effectivity of the instruction. In his essay the author informs about his research carried out in the years 1987—89 with the purpose of contributing to the determination of this phenomena, outlining its sources and substance and of presenting its „rough“ characterictic. It makes the reader acquinted with the knowledge acquired in the research, and on a general plan he outlines how the teachers’ lEC originates and how, under what factors it is formed.
Further on substantial aspects of the contemporary conception of the instruction are characterized by the teachers, and both consequences of this conception in the educational practice and its results are shown on chosen empirical findings. Contemporary problems of the school teaching were investigated in the context of the given theme, and from the point of view of their objective and subjective conditionalities. Tlie knowledge acquired during the research outlines certain possibilities of how to influence the forming of the teachers’IEC, and thus also the increasing of the educational effectivity. At the same time some problems are presented which must be cleared up in another research.