Educational communication represents a specific form of human communication. The analysis of what the research of communication really means nowadays imposes the discovery of new tendencies that are related to the matters constrained to the investigation, to the paradigms or to the methodological frame that are used. The new perspectives bring into forefront the transactional theories which claim that in communication we are not interchangeable, but instantaneous and continuous emitters and receivers. The transition from mono-centring to plurality or from the communication seen as an instrument of the social field to the middle of the social construction emphasizes the psychosocial dimension of communication reorienting the research in a meaningful way.
Key words: psychosocial dimension, didactic communication