Dialogical approach in the training of the future teacher of elementary school as a pedagogical problem

In the article the problem of dialogical approach as a pedagogical problem is considered. The authors carry out a theoretical analysis of the coverage of this problem in psychological and pedagogical literature and focus on the interdisciplinarity of pedagogical dialogue in the training of the future teacher of elementary school. The dialogical approach serves as a methodological basis for the professional training of the future teacher of elementary school, provides a person-oriented style of relations between a teacher of higher education and a student. It is emphasized that the professional training of future primary school teachers is effective if it is carried out on the basis of the subject-subject interaction, which is based on the dialogue of its participants (V. Sukhomlynsky). It emphasizes the peculiarities of dialogic interaction, which is characterized by the fact that actively organizing attitude appears not only to the subject of joint activity, but also to the partner of communication; the internal condition of dialogic interaction is the relationship between the teacher and the student, which can be qualified as personal, equal in communication. Constructive for the implementation of the dialogical approach is communication on the basis of admiration for a joint creative activity and communication, which is based on a friendly attitude towards the teacher, a positive personal perception of the students by his teacher (V. Kan-Kalik). It is revealed that in the pedagogical literature conditions of effective dialogue interaction such as equal interaction of teachers and students are considered; readiness of the teacher to dialogue with students; readiness of students for dialogue; creation of a favorable dialogue-humanistic educational environment; inclusion in the educational process the situations of choice, problem tasks; saturation of the content of educational subjects with creative and inquiry-related tasks; application of problem-searching style of pedagogical communication; engaging students into search activity; the diagnostic of the level of readiness of students for dialogical interaction, etc., the presence of advanced teacher perceptual skills, that is, helping to understand the interlocutor, and the existing pedagogical technique that allow the teacher to interact with students in different pedagogical situations.