In the course of psychological research were a number of tasks, namely: 1. To carry out theoretical analysis of the problem of psychological means of pedagogical communication of future teachers, the role of personality in professional activity of a teacher. 2. To empirically explore the psychological components of means of pedagogical communication and types of relationship of teacher to teacher communication. 3. To study the characteristics UNO-professional activity of students aimed at the development of dialogical intentions as a means of pedagogical communication. 4. Developed the scheme of the formative experiment with the use of the program of educational training aimed at developing competences of pedagogical communication of future teachers and spent his approbation. In the context of the performed work proved that the necessary psychological means of pedagogical communication of future teachers, understanding indirect speech, namely the depth of the dialogue between teacher and student. The mechanism of formation of skills of pedagogical communication is exteriorization, in which qualitative changes are transferred to the internal plan. It was found that the personality of the teacher acts as internal point of language understanding, which arises on the basis of social and personal determination, performing the function of realization of relations of teachers and students. Being a subjective factor in the success of pedagogical communication, psychological structure of personality of a teacher affects the state of the individual and the dynamics of its behavior, the nature of the relationship of teachers with pupils and the effectiveness of communication in General. Found that the language model of psychological analysis and organization of pedagogical communication can be represented informational, affective, and regulatory aspects of communication are implemented by the speech acts of the teacher the student and the teacher through psychlo, virgulino, villevalo a function with, respectively, semantic, syntactic and pragmatic aspects of the language system at all levels: nonverbal, phonetic, grammatical and lexical. It is found that different teachers possess different types of professional relationships: object, pseudos ctim and intersub ctim. Pedagogical communication in any relation to it remains essentially a conscious, deliberate and managed, but is filled with a variety of psychological contents and is organized differently depending on the type of professional relationship. Features of the organization of pedagogical communication can be provided in three main ways: imperative, in which speech acts the teacher does not complement the speech acts of the student in any of the aspects (informational, affective, and regulation); manpulating in which the speech acts of teachers complement the actions of the student in any one or two of these aspects; and Dialogic, in which the speech acts of teachers complement the actions of the student in all three aspects. The study focused special UNO-professional activity of students aimed at the development of dialogical intentions, communicative competence and mediated actions, it was found that in the modern theory of professional training of future teachers is important to the formation of skills of dialogical interaction between teachers and students. In Dialogic interaction is a kind of extension of the position of each partner: in addition to its own position, gradually formed the position of "the other", i. e. party of the joint decision of problems, like becoming a partner, evaluate its own hypothesis and participates in the creation of hypotheses another, forming a reflexive mechanisms of thinking. An important factor in the organization of Dialogic interaction is the ability of a future teacher to learn how to establish contacts, to establish "productive communication", which is based on mutual respect and trust. For teachers the ability to logically Express his / her point of view briefly and clearly Express their own thoughts during the Dialogic interaction with the students requires the formation of the speech quality in the period of study at the University. Dialogical methods of work are effective against the formation of identity of teachers as a component of their spiritual culture, which confirms the theoretical statement is fundamentally Dialogic nature of consciousness. The results of the study clearly showed that the process of development of consciousness as a component of spiritual culture, that is, the awareness of oneself as a subject of this culture, closely associated with the speech as its own, and with it the significant other. However, in their further activities the teacher should not only continuously improve the mentioned skills, but also contribute to their formation of their students. The achievement of such goal is possible, if in the practice of higher education to implement interactive learning technologies, and it training. The program developed the training consisted of 20 half-hour sessions and included the following steps: acquaintance, acquaintance with the rules of the training group, the main operating unit (development of active listening skills, formation of dialogical attitudes of participants, increased level of congruence in the interaction, analysis of the situation of pedagogical communication and the selection of the optimal model of interaction), shutdown(reflective analysis of the participants training experience and prospects of using the obtained skills in professional life). Specific training exercises included both known by other authors and modified for the purposes of training, and number of original exercises. During this process, the training program showed their fitness for purpose. The hypothesis put forward in the beginning of the study, namely: 1. Psychological means of formation of professional and pedagogical communication is a mediated action, exteriorization, communicative competence and skills of dialogue, which are manifested in various types of attitude of future teachers to interact with potential students. 2. Due to the mechanism nteriors the system of special psychological communication tools, which is mediated by interpersonal contact, and is not only understanding but also an interesting phenomenon of "mutual self-development" partners communicating the deployment and implementation of the provisions of L. S. Vygotsky about "double" the birth of the higher mental functions ("first time" - in the interaction between people, "the second" internally) have confirmed their compliance during the empirical study.
