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The article deals with the study of crucial features and functions of the direction of pedagogical action in educational practices of Ukraine and the Russian Federation. Using the descriptional characteristics presented by scientists and pedagogues-scholars from the mentioned countries we have defined common and distinct features of the phenomenon under study, compared its structure and components. The analyzed definitions suggest that the direction of pedagogical action is based on the synthesis of theatrical and pedagogical art. The direction of pedagogical action is oriented toward methodical provision of modern trends in the development of humanistic education and creates relevant emotional field for the comprehensive development of personality. As a result, we have found out that the direction of pedagogical action in the Russian Federation is practice-oriented and is used as a method of emotional influence on pupil while solving educational tasks of a comprehensive secondary school. More common is the spectrum of using the direction of pedagogical action in the national systems of secondary and higher education where this phenomenon is mostly associated with the development of teacher professionalism, their pedagogical mastery that contributes to the organization of the educational process at a new level – a creative function that is oriented toward the establishment of efficient pedagogical interaction. Based on the results of the comparative analysis, we have concluded that comprehending the efficiency of using the direction of pedagogical action in the systems of secondary and higher education in Ukraine and the Russian Federation will contribute to a new level of organization of free pedagogical interaction where the author’s position of teachers may surely help to meet personal educational needs of their pupils and students

The Directional Spectrum of Pedagogical Action in the Context of Foreign Scholars’ Views