Scientific journal The Pedagogical Process: Theory and Practice

The article investigates the essential aspects of a dialogue with a purpose of further implementation it in higher education teaching practice. The author argues that educational dialogues can be regarded as a humanitarian technology that integrates cultural, axiological, existential, phenomenological ideas about learning on value-semantic level and coherent professional development of an individual in university environment. Educational dialogue is analyzed as a form of active learning, which aims at mastering of professional knowledge at a value-semantic level, and also as a form of communication, which provides environment for personality development, giving it psychological support, and social interaction skills.

It is proven that the deployment of educational dialogue at formal, content and value-semantic levels involves development of teacher and student capabilities for conducting a dialogue, and training material that is suitable for teaching in a dialogue format.

The author identifies the following conditions for implementation of educational dialogue in higher education 1) development of readiness for a dialogue in teachers both on personal and professional levels; 2) formation of dialogue culture in students; 3) development of self-reflection processes in students; 4) student mastering the skills for organizing joint activities; 5) formation of subjective student positions in educational process; 6) modeling of cooperation and joint creative activities, that serve as a model of future professional partner communication; 7) creating educational situations as close to the life situations as possible within the process of meaningful learning cooperation; 8) bringing training content closer to the realities of future profession.

Keywords:  dialogic trainingcontent;  dialogue;  educational dialogue;  student dialogue capacities;  teacher dialogue capacities.

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