At the present stage of the development of education, there is often an inability of young teachers of natural sciences to show mobility and creatively apply University theoretical knowledge in school practice. The purpose of the study is to develop pedagogical conditions for the creative integration of theory and practice in the system of teaching a chemistry teacher of a new type in higher educational institutions. The leading approach to research is the integrative approach. It performs a system-forming function between theory and practice in chemical and pedagogical education, provides the choice of content and forms, methods and technologies of training in accordance with the goals and objectives of pedagogical education of educational institutions. The article presents the concept of practice-oriented learning in its application to chemical and pedagogical knowledge. Its essence is determined by the construction of the educational process on the basis of the unity of the emotional-figurative and logical components of the content in order to acquire knowledge, skills and competencies focused on new experience. The emphasis was on the presence of a practice-oriented educational environment. The pedagogical conditions for the creative integration of theory and practice in the system of preparing a chemistry teacher for schoolchildren are determined and theoretically justified.