The thesis is devoted to the theoretical justification, empirical study, and practical resolution of the problem of formation of the personal readiness of future teachers for the dialogization of the educational process. The relevance of the study is determined by the urgent need to align the Ukrainian education with the principles of humanization and humanitarization, in particular, toward the development of the pedagogical interaction based on the respect to a personality, empathy, trust, and shared meaning-making. In times of wars and humanitarian crises, education is supposed both to transmit knowledge and be a space for inner growth, responsible decision-making, and resilience. The educational process has to be transformed into a dialogical space where knowledge gains meaning through the authentic interpersonal interaction, reflection, and empathic involvement, as dialogue4as a humanistic technology and a mode of being in interaction4ensures the development of participants' potential, subjectivity, and mutual trust. This necessitates the study and the development of the future teachers9 readiness for dialogization as a foundation of their professional competence.