This article describes the findings of a theoretical analysis of scientific literature on binary lessons –
a form of team-teaching in which two teachers present differing perspectives in the form of a dialogue
between two viewpoints and contrasting viewpoints. It examines the potential for this innovative
educational technology, in a competence approach. The analysis shows that Russian and foreign
studies classify binary lessons into problem binary lesson, interdisciplinary project binary lesson,
and active binary lesson. There are some difficulties with the definition of the concept of the binary
technology, which the authors tested in 2014-2016. The article suggests the term «integrative binary
lesson» as a psychological and pedagogical technology, that includes a systematic and consistent application
of interdisciplinary complex of educational classes, realized in active form.