The thrust of this article is to encourage thinking on an implementation of the relationship between pedagogical research and pedagogical practice. To this end there is a description of what actually is meant by the term social reality, traditionally called “pedagogical practice”. What is the structure of pedagogical practice? What is its scope? Who are the concrete representatives of pedagogical practice?
The article starts from the current overall situation characteristic of which are efforts to achieve greater utilization of the results of research in the social sciences for practical purposes (part 1). In the second part the term “pedagogical practice” is defined on the basic of communication of information from pedagogical research to the spheres of practice. First of all there is a general characterization of the users of scientific pedagogical information (2.1). Part 2.2 distinguishes between six types of consumers of scientific pedagogical information and their information needs are delineated in matrix. Part. 2.3 is directed, on the basis of accessible statistical data, to the scope of pedagogical practice. More detailed facts are assigned to the category “implementors of education and training” (teachers, educators, instructors of specialized training, etc.). The article shows that the deployment of the profession within this category must also be reflected in the structure of scientific pedagogical information.
The concluding part 3 discusses factors of effective impact of pedagogical research on pedagogical practice. These are clarifying factors: the object of scientific pedagogical information (i. e. orientation to specific users in practice); suitable communication units (communicability of scientific pedagogical information); en suring the application of scientific pedagogical information using instructions and recommendations for practice.