| Summary: | The challenge of future educators building a dialogic culture in terms of their professionalization is examined in the paper. The author has demonstrated that the dialogic mode is the only way to adequately cover the details of creating an individual as an entity of professional action within the context of contemporary culture. It has been discovered that it is impossible to create the communicative (and particularly dialogic) culture of a specialist when the psychological component is devalued and systems of algorithmic tasks of the test type are accumulated during professional training. The dialogic culture, according to the author, is a set of technological and communicative indications of the systemic behavior (and professional-role behavior in particular) of the activity entity. The goal of the empirical research process was to describe the psychological trends in the growth of the communicative indicators for the professionalization entities (bachelor degree and master degree students) in the contemporary educational environment. Statistics have confirmed the prevalence of the monologic model of communication in the respondents' behavioral scenarios and the absence of the dynamics of self-management development in communication. The research's conclusions are understood as the theoretical underpinnings of a contemporary model for dialog-phenomenological interaction that is suitable for the new problems of the time and the guiding principles of educational reform.
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