DIALOGICAL SITUATION IN THE HUMANITARIAN MODEL OF PEDAGOGICAL EDUCATION
The article is devoted to the problem of training future teachers in the context of the humanitarian meanings of professional education. The principle of humanitarianism in the construction of the educational process associated with the formation of self-consciousness of the future teacher and requiring the creation of a dialogical situation is considered. The concepts of the dialogical situation are considered from the position of interdisciplinary knowledge and refined in the context of cognitive research. Special attention is paid to the phenomenon of the “internal” dialogical situation, which reflects the process of subjective experiences of the individual and the level of his self-awareness. Based on the analysis of research in the field of cognitive sciences, the structure and content of a dialogical situation, focused on the development of student's self-consciousness, has been determined. The article presents the results of the work concerning the definition of the content basis of dialogic situations and it is proved that such a basis is conscious attention.