Integration of andragogical and praxeological approaches as a way to optimise teacher professional education

this article explores the problems of higher teacher education within the framework of praxeological and andragogical approaches. The author considers andragogical concepts as the methodological foundations of modern higher education. The reasons for the enhancement of the role of andragogy in higher professional education in XXI century are determined. The contradictions associated with the implementation of andragogical approach in higher education are revealed. Moreover, the author places emphasis on the differences between pedagogical and andragogical methods in academic environment. A new teacher's role as an andragogue (tutor, facilitator, moderator, manager) is described. The author discusses the role of praxeological principles in rationalisation of teacher education, and in this regard, the application of andragogical activity in higher professional education.