Interaction of pedagogical theory and practice: condition analysis on the basis of studying concept-terminological fields

The article is devoted to the analysis of the state of interaction between pedagogical theory and practice of education in modern socio-cultural conditions. The conceptual and terminological apparatus of pedagogy was used as an indicator of interaction. The results of a study carried out in two directions are presented. The first direction is a quantitative analysis of the frequency of use of terms from 21 peer-reviewed journals, then generalization and conceptual synthesis. Thus, an actual thesaurus of science was identified. The authors give an interpretation to the phenomena that determined the movement of terms within the system of scientific pedagogical knowledge. The second direction was carried out through the use of qualitative research methods. These methods made it possible to identify the current professional teacher thesaurus and its features. Educational policy was identified as the main factor in the development of a teacher up-to-date professional thesaurus. The preferred ways for teachers to acquire new knowledge (participation in conferences, seminars and training in advanced training courses) were identified, as well as the ambiguous attitude of teachers to new terms. The study made it possible to record the need to search for new models of interaction between science and education practice, aimed at maintaining a balance between them.