In the thesis, the effectiveness of the proposed pedagogical conditions of professional training of foreign language teachers to the organization of intercultural dialogue in the educational process is substantiated and experimentally confirmed. The dialogue is explicated as a pedagogical phenomenon of information-existential interaction of cultural subjects, as a construct of value-sense knowledge and the occurrence of personality in the space of creative development. The leading bases of the enrichment of the content of “foreign language” professional training by the knowledge, methods, communicative-dialogic skills and skills in which certain readiness is reflected as a collection of interrelated personal, cognitive-communicative and praxeological components are determined.
The research deals with the conceptual and controversial issues of intercultural dialogue as a movement from the human needs to the understanding of an unknown culture, from the presentation of their own position and their comparison, which should be based on the dialogic potential of the teaching disciplines of all training courses for future teachers, the implementation of the ideas of intercultural dialogue and its resource to the professional training, search of truth, discursive understanding, consensual ethics. The analysis of the study not only confirmed the relevance of the idea of intercultural dialogue, but also explored it as the basis for the development and interaction of subjects of the pedagogical process and the transformation of the didactic environment into the humanitarian space of the establishment of freedom, democracy, self-determination and self-realization of the individual.
The developed methodology of forming the readiness of future foreign language teachers to organize intercultural dialogue allows students to form positive attitudes towards this type of activity, to improve organizational skills, professional skills, etc. This methodology also allowed to increase the interest of students to the profession of a foreign language teacher, in order to motivate creative teaching activities, and confirmed the idea of the advisability of introducing a dialogical editorship in the educational process of educational institutions of various levels, in public society, in the implementation of international, national and regional research and practice-oriented projects.
Qualitative training of a modern teacher requires the formation of a culture of dialogue as a necessary condition for professional readiness. The culture of dialogue is a necessary component in the professional pedagogical culture of the future teacher and involves the development of intellectual-correct (logical), critical thinking, communicative ethics, and moral and spiritual attitude and responsibility.
