The thesis focuses on theoretical and experimental research of the problem of training future elementary school teachers to organize dialogic teaching of students. The methodological foundations of the study of the outlined problem are singled out: philosophical and pedagogical anthropology, philosophical and pedagogical hermeneutics, and philosophical and pedagogical synergetic. The study of scientific sources made us to state that the training of future primary school teachers for the outlined type of professional activity provides efficiency in the conditions of implementation as an integrated educational system that includes: pedagogical goal-setting, tasks, content, methods, techniques, forms of organization of teacher’s and students’ work and in dialogic teaching, means of pedagogical communication, evaluation of the results of educational and cognitive activity, etc.
The essence of the basic concepts of the study are clarified, which are: «dialogic communication», «educational dialogue», «dialogic teaching», «teacher’s communicative culture», «training of a future primary school teacher for the organization of dialogic education», «ethics of pedagogical communication», «designing the educational environment of the institution of higher education» and others.
The principles of organization of dialogic education for elementary school students are specified as follows: humanism; feedback in educational engagement; nature compliance; scientific organization of educational dialogue; communicative orientation; modeling of problem situations in training; the relationship between theoretical knowledge and practice; communication ethics; pedagogical partnership; pedagogical optimism in teaching.
The structure of future teachers' readiness for dialogic teaching of primary school students has been determined, which includes the following components: motivational, cognitive, communicative, reflexive and activity. Criteria (need-motivational, cognitive, social-communicative, reflexive-valuable and operational-activity), indicators and levels of future primary school teachers’ readiness for activity in a certain context (high, middle and low) are formulated.
The author's model of training of the New Ukrainian school teacher for the organization of dialogic teaching of primary students containing four conditional blocks (methodological-targeted, content-methodical , organizational-procedural and diagnostic-effective) is theoretically substantiated, and the ways of its implementation in the holistic process of professional training of future teachers in higher education are outlined. The substantive content and methodological basis of the process of primary school teachers’ training for the organization of dialogic education of students in higher educational institutions have been improved.
As a result of theoretical analysis of the outlined problem and research of the experience of teacher-practitioners, the following pedagogical conditions for improving the effectiveness of training of future teachers in the investigated aspect are specified: integrity, systematic vocational training of future elementary school teachers to organize dialogic teaching; the gradual orientation of the content of education in higher education in the direction of formation and development of pedagogical communication skills, elements of communicative and reflexive-activity components
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of professional readiness by introduction of methods of dialogic teaching in the process of teaching of pedagogical and professional-methodical disciplines; adjusting the subject-subject interaction of participants in the educational process, creating the atmosphere of creativity; designing an educational dialogic environment in a higher education institution; a practically oriented approach to the study of disciplines from the sphere of professional training of a future specialist.
The practical importance of the study is to gradually introduce into the educational process of institutions of higher education the model of training of future primary school teachers for dialogic teaching, which involves dialogism: of the content of education, forms and methods of organizing training; communication in groups on the basis of partnership pedagogy; critical reflection of the participants of the interaction. Dialogic orientation of the content of education (at the level of bachelor's and master's degree) was carried out in the process of teaching pedagogical and professional-methodical disciplines of elementary education, as well as special course “Communicative Pedagogy».
The analysis of the results of the experimental work has proved the effectiveness of the author's model. The results of the scientific search can be used by teachers in the process of professional training of future teachers to work in educational institutions of different types, as well as in the system of postgraduate pedagogical education.
