The article is devoted to the analysis of the dynamics of the formation of scientific and philosophical views on the institution of social and professional partnership in the teacher training process. The historical periods of antiquity, Modern times, and modernity are considered. Special attention is paid to the theoretical understanding and practical implementation of approaches to social and professional partnership in the history of Russian philosophical thought. It is concluded that, despite the institutionalization of social and professional partnership only in the 20th century, this was preceded by a long stage of philosophical reflection and pedagogical practice, which allowed to form our own value principles and the most effective mechanisms for organizing interaction between social partners in the training of teaching staff. It is noted that the greatest contribution to the formation of the modern concept of social and professional partnership was made by educators T. Hobbes and J. -J. Rousseau, the “fathers” of political economy W. Petty and A. Smith, sociologists E. Durkheim and D. Rawls. The domestic practice of forming social and professional partnership systems is represented by the reforms of the epochs of Peter I, Nicholas I, Alexander II and Alexander III, D. Kavelin's philosophical observations, and the Soviet period.
For citation: Palatnikov D.E. Social and professional partnership in teacher education: the evolution of scientific and philosophical perspectives, Ivanovo State University Bulletin, Series: Humainities, 2026, no. 2, pp. 154—166.