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Apparently, two aspects of pedagogical work are absolutely accurately defined: creativity in the course of dialogue with children and dialogue with children in the course of pedagogical creativity.

Dialogue is present at all kinds of human activity. But there are such kinds of work where it from the factor accompanying activity, accompanying it, turns to a category cardinal, professionally significant. In other words, dialogue already acts not as the form of ordinary human interaction, and as a category functional. And professionally significant dialogue in pedagogical activity is functional. It acts as the influence tool, and usual conditions and dialogue functions receive here additional "loading" as from aspects universal develop into components is professional-creative.

Thus, process of dialogue of the teacher and trained acts as an important professional category of pedagogical activity Pedagogical dialogue in system «the teacher - trained» is a version of professional dialogue which acts as the integral element of activity of the organizer, the tutor, the head, the master of inservice training, the doctor, etc.

Experience shows that organic process of dialogue which in system of ordinary interaction proceeds as though by itself, with little effort from communicating, in purposeful educational activity causes certain difficulties. It is connected first of all, by that the teacher does not know structure and laws of pedagogical dialogue, at it communicative abilities and communicative culture as a whole are poorly developed. Transition of a communicative situation from sphere of ordinary dialogue in the professional is carried out not simply.

We will address to psychological experiment. It was offered to group of examinees, having broken into steams, to have among themselves conversation on any theme (about the read book, purchase, a situation and etc.) The story was conducted serially, then the experimenter interrupted conversation and serially suggested examinees to continue the story, but already for all audience. Almost all participants of experiment have instantly felt the arisen complexities of dialogue. There was it because natural forms of dialogue have received is professional-functional loading.