IMPLEMENTATION OF MODEL OF FORMING DIALOGICAL CULTURE OF FUTURE PRIMARY SCHOOL TEACHERS

The article outlines the features of the implementation of the formation model of primary school teachers' dialogic culture. The results of summative and formative assessments according to the components and indicators of forming the dialogic culture are represented. Professional experience of primary school teacher's profession takes a special place. It depends not only on the volume of educational problems to be solved, but the significance of this period for the entire development and growth of the child's personality, his or her values and outlook. Because of this, many researchers have focused on the problem of training the primary school teachers. The need for dialogic teaching is to promote the improvement of speech processing abilities of thought and perception statements, a quick orientation in the situation and understanding the feelings, emotions, ambitions of partner in communication. The educational process requires constant generation and implementation of new ideas on the forms, methods and means of education in practice, providing educational effectiveness of the learning process and keeping it at the desired level. One effective way to solve this problem is dialogic teaching. The quality of training future teachers to dialogic teaching of students, their level of readiness to activities, which is based on educational dialogue, and the dialogic communication in the "teacher-student" system is largely determined by the degree of development of these dialogical skills that is an important indicator of the modern teacher professionalism.