The problem of search the optimal methodological approaches, which provide efficiency and productivity of training of future teachers for professional communication is considered in the article. The author analyzed the advanced pedagogical experience and draws conclusions that now in scientific and practical literature there is no consensus about the principles of a combination of methodological approaches to solving of pedagogical problems. Experience of a combination of approaches in solving the problem in training of future teachers for professional dialogue on the ba-sis of the principle of s allocation of semantic dominants is presented in the article. The author shows that this alternative can be considered as an option, which promotes an increment, accumula-tion of knowledge, experience. The analysis and conclusions, which are offered in the article, are directed on improvement the research methodology of integrative processes in education.