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The present study examines the possibility that ideas derived from the development of pedagogical theory may be used as abasis for practical pedagogical activity in primary school. Attention is directed towards the understanding of the role of the teacher inthe educational process and towards the way in which this understanding has changed during different periods in the development ofpedagogy. The analysis is based on works by Johann Amos Comenius, Jean-Jacques Rousseau, Johann Friedrich Herbart and JohnDewey. These authors present different approaches to the organisation of teaching and to the interaction between teacher and pupil.Within their ideas various solutions can be identified regarding the question of how the learning process should be organised and whatthe role of the teacher within this process should be. On the basis of this analysis a pedagogical model is proposed which presents asequence of activities directed towards the active participation of pupils in the learning process. The model includes the formulation ofa question, the work of pupils in investigating a given topic, the discussion of different ideas, and the attainment of sharedunderstanding. Within this process the teacher performs the role of organiser of the learning environment and supports the work of thepupils. The proposed model may be applied within the conditions of the all-day organisation of the school day. A particularlyappropriate environment for its implementation is provided by interest-based activities, where pupils have the opportunity to work onsmall educational projects, collect information, and present the results of their work. In this way historical pedagogical knowledge mayfind practical application in educational activity and support future teachers in organising work with pupils in primary school age. Thestudy is based on historical and theoretical analysis of selected pedagogical works and their interpretation in relation to contemporaryeducational practice.