Janicka-Panek T. Theory and practice of preparing teachers for integrated teaching in grades I-III of primary school in Poland

Document analysis and direct observation of the teaching process in Poland as well as in England, Denmark, France, the Netherlands, Germany and Italy have led to the conclusion that there are significant differences in theoretical and practical interpretation of the integrated teaching in the use of native and foreign pedagogical thoughts. Bibliographic analysis has allowed broad and multi-paradigm reasons for the transformation of principles, objectives, content, methods, forms and means of education in the postulated model of integrated education. The dominant and at the same time the basic reasons for the unsatisfactory quality of the reforms of Polish education implemented so far include the lack of a clearly outlined concept of systemic change, supported by the analysis of theoretical sources and research results, the generality of goals and tasks, selectivity of change, lack of resources and lack of theoretical vision and schools (early school education).