THE CONTENT AND PERSPECTIVE OF THE REFLEXIVE-DIALOGIC PARADIGM IN TEACHERS’ EDUCATION

Abstract

The article examines the reflexive‑dialogic paradigm as a promising methodological guideline for modern teacher education. The necessity of the transition from the subject‑object model of learning to dialogical interaction in which the teacher and the student become equal subjects of semantic generation and reflection is substantiated. The key components of the reflexive-dialogic paradigm are highlighted: dialogic (openness, mutual acceptance, argumentation, reflexive feedback); reflection (introspection, rethinking of experience, value‑semantic formation); the concept of a composite subject as a synthesis of cognition and communication; socioreflexics as an integration of reflexive dialogue and social reflection; reflexive attitude as an attitude towards mutual understanding of positions and processes of communication. Promising directions for the introduction of the paradigm have been identified: the integration of reflexive and dialogical methods into pedagogical training, the formation of a dialogizing subject in the process of developing a creative personality, the individualization of professional development, the creation of semantic educational environments, the design of professional cultural identity.