Abstract
The article examines the problems of constructivist understanding of education, the innovations, opportunities and limitations that the constructivist model of the pedagogical process offers. The aim of the work was to analyze the constructivist model of education and those innovations and prospects for understanding the modern educational process that the constructivist approach brings. Constructivism changes the view of teachers and other scientists and practitioners in their view of what is happening in the relations of people in education. Due to its controversial nature, the development of the ideas of constructivism in the context of the development of educational ideologies and technologies leads to the reconceptualization of the traditional model of education, and the constructionist model of education itself can and should become the object of systematic methodological, theoretical, empirical and applied research. Any of the educational approaches available now can be disclosed as an example of a constructivist model of education, the leading features of which are the dialogic nature of education, the focus on understanding the inner and outer world in dialogue with significant other people, the consideration of such a dialogue as a process of building a person's own life world and himself, as a creative "rediscovery" of the basic truths of human existence, as the adoption of socially and personally significant decisions in a situation of educational, professional, life choice.