THE ROLE OF EDUCATIONAL DIALOGUE IN THE PROFESSIONAL TRAINING OF A FUTURE PRIMARY SCHOOL TEACHER

Abstract

The article deals with theoretical and methodological aspects of the use of educational dialogue in the vocational training of a future elementary school teacher in the context of public challenges in reforming the education of Ukraine. The author emphasizes the need to update the content of higher education in order to train future professionals for active communication while reaching educational goals and at the same time enriching them with skills necessary for the effective organization of dialogic education in primary schools. It is substantiated that the educational dialogue is a kind of interpersonal communication involving an exchange of experience, relevant knowledge and skills, when two communicators are involved: the subjects are teachers and students (students). It has been found out that information exchange in the form of communication helps not only enrich the participants of the educational dialogue with new knowledge, but also regulates relations between them, promotes relevant upbringing and development. The importance of educational dialogue between subjects of the educational process on the basis of humanity, freedom of thought, tolerance, openness and pedagogy of partnership, which makes it possible to improve the quality of the provision of educational services to students of general secondary education has been proved. The need to follow the rules of dialogic and linguistic behavior of communicators, including the ability in logical sequence to argue their position, adequately use verbal and non-verbal means of communication, understand, hear and listen to the interlocutor, to show tolerance were emphasized. The author approves of all forms of interactive interaction in training, including dialogic systems via online interaction.The basic conditions for the effectiveness of professional training of future teachers for the organization of educational dialogue at school are defined: the use of dialogic technologies that provide students with the experience of professional activity and the development of professional qualities; teachers’ orientation on personal achievements of students; giving each student the freedom of choice, feedback, and comfort in mastering the profession; psychological and pedagogical support of  future teachers’ actions in the educational process.