Sankt-Peterburg, St. Petersburg, Russian Federation
Russian Federation
The article presents the results of a study on the perceptions of educational professionals regarding the phenomenon of a teacher's readiness for dialogical interaction with students, as well as the assessments of the actual (behavioral) readiness by educational psychologists in general educational institutions. It was found that teachers' understanding of this phenomenon is quite vague, and the actual level of its manifestation is average with a tendency towards low. At the same time, the most significant factors influencing the overall readiness for dialogical interaction are precisely those indicators that teachers themselves consider insignificant and that they are least developed in.
readiness for dialogical interaction, teachers, students, general educational institutions
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