ABSTRACT
The subject of the study is the development and empirical examination (field experiment) of a theory-based model of practical teacher training for the acquisition of skills in conducting a discussion in class. The concept of the training model is based on a cognitive model of behaviour and learning (Woodruff, 1967) which specifies four phases:
1. Intake of information (selection and categorization); 2. Information processing (concept and rule acquisition); 3. Plan of action and decision-making (cognitive construction processes, decision
to act); 4. Act of teaching (feedback to plan of action).
