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"Philosophy of Education"

2014 year, number 4


Y. V. Konovalova
Naberezhnye Chelny Institute of Social and Educational Technologies and Resources, Str. Nizametdinova, 28, Naberezhnye Chelny, 423806
Keywords: dialogue culture, approaches to training, training interaction, levels of dialogue culture development, dialogue, intercourse


The aim is to analyze the problems of students (future teachers) dialogue culture formation in the process of their professional training. The methodological basis of the research compiles the philosophical concept of dialogue (M. Buber, M. M. Bakhtin, V. S. Bibler); psychological personal theory (B. G. Ananiev, A. N. Leontiev, A. V. Petrovsky, S. L. Rubinstein); the research of culture problems of pedagogical intercourse, teachers communicative competence, the ways of efficiency improvement of pedagogical communication (N. V. Bordovskaya, I. F. Isaev, V. A. Kan-Kalik, A. V. Mudrik, A. A. Rean, V. A. Slastenin and others); psychological and pedagogical conceptions of interaction in the process of training (I. B. Kotova, E. N. Shiyanov, I. A. Zimnyaya, S. A. Smirnov). The research data appeared to be pedagogical conditions of students dialogue culture development in the process of their professional training. Dialog culture, in our opinion, is a certain level of development of methodological, informational, research culture, represented in the aggregate, communication and intellectual skills. Educational cooperation in the framework of the communication dialog is a joint creativity, joint activities, when is the «interpenetration of the subjects of communication, in which the teacher and student act as two persons in the process of interaction which is their mutual enrichment. Constructive dialogue in the educational-cognitive activity is manifested in the fact that in the process of interaction of its participants produced a new product, the product of the joint creative work of the teacher and the student that raises student to a new level of development thinking, leads to personality changes and tumors. During the dialogue, the teacher and the student is not simply exchange information through verbal and nonverbal means of communication, information about the individual peculiarities of each other; dialogue allows you to create problem-search space, such pedagogical situation that serves as the basis for collaborative thinking activity producing tumors and promote self-organization and self-development.