Analogy as a means of theoretical adoption of pedagogical disciplines

The paper considers an application of analogy in the initial-teacher training as a tool of approaching pedagogical disciplines. The author proposes a classification of pedagogical analogies which provides choices of the most efficient model for a specific didactic situation. The article clarifies the model of the theoretical approach to pedagogical disciplines through active use of analogy, which contributes to a higher efficiency in a teacher and student interaction. The model consists of three stages: training (the stage of acquiring analogy model), the analytical stage (acquisition of pedagogical concepts, phenomena and systems through the application of analogy), and the stage of self-realization (the application of analogy method in students’ scientific-research activities) considering external and internal didactic conditions which transform analogy from a teaching method into a tool for the acquisition of pedagogical disciplines. The author demonstrates that the application of analogy has a positive effect not only on the acquisition of pedagogical knowledge (especially methodic) and the development of heuristic skills in students, but also on motivation for the study of pedagogical disciplines (cognitive aspect) and professional pedagogical activity (formation of an individual-pedagogical attitude).