The author analyses the valid project of pedagogical preparation, which has been in use since 1977, and comes to the conclusion that no general aims of pedagogical preparation are set forth in it; the only aims that are set forth are those of some subjects in this component of teachers training. The curriculum contains six study subjects and two types of practice, with lectures completely prevailing in the teaching of theoretical subjects. The curriculum and syllabi are not sufficiently coordinated with the pedagogicai documents of other study subjects. What is predominantly appraised in evaluating the results of pedagogical preparation is the reproduction of knowledge.
The number of teaching periods allotted to pedagogy is adequate and it is neither possible nor necessary to change it. But it is essential tat it should be structured with greater expediency. The elaboration of the profile of a pedagogical preparation graduate is determined by the fact that pedagogy is a general discipline; but is very closely related to educational practice. With regard to the character of the teacher’s work students are supposed to master simultaneously both pedagogical theory and pedagogical skills (those of diagnostic, analysis, projection, skills of regulating pupils’ learning) and to internalize certain values. The project of pedagogical preparation should be adjusted in such a way as to lead to integrating pedagogical preparation, to facilitate students’ activity and independent work and, in the last year of study, also differentiation according to the students’ interests and the possibilities of each college.