Abstract
The article is dedicated to the problem of level of dialogical and communicative competence culture of a modern school teacher in Russia. The author reveals the main feature of the communicative culture of a teacher, which consists in the predominance of authoritarian, not dialogical style of communication, training and interaction. In the article problematic aspects are marked, indicating a low level of dialogic-communicative culture of a school teacher. The main risks of the current situation and ways to overcome them are formulated.
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