WAYS OF FORMING THE READINESS OF FUTURE TEACHERS FOR DIAGNOSTIC ACTIVITIES IN THE SYSTEM OF PROFESSIONAL TRAINING OF A HIGHER EDUCATION INSTITUTION

Abstract

The purpose of the article is to theoretically substantiate the ways of modernizing the training of future teachers for diagnostic activities and to identify their capabilities as an important resource for the formation of a creative personality in the conditions of a higher education institution. Research methodology: the ways of modernizing the professional training of future teachers for diagnostic activities as an important resource for ensuring positive dynamics of the levels of pedagogical professionalism are substantiated, which involve clarifying: a) updating the content of the professional training of future teachers in accordance with the requirements of the technologization of education; b) modernization of the technological and methodological base of training based on the achievements of science, technology, methodological developments; c) introduction of diagnostic means, methods and tools to ensure didactic interaction of the educational process with the diagnosis of its impact on the creative growth of future teachers; d) formation of students’ readiness for diagnostic activities and self-diagnosis of their own achievements in mastering the basics of the chosen profession. The scientific novelty lies in the fact that, using the method of analysis of scientific literature and the results of empirical research, the essence of the new strategy for the modernization of professional training is characterized, the essence of its methodological foundations as a set of methodological approaches (student-centered, systemic, activity-analytical, competency-based, procedural-situational and technological), which serve as the basis for changing the nature of the educational process and activating the position of students in the formation of readiness for diagnostic activity), their essence, content, interaction and interdependence; the impact on the nature of training on the formation of students’ readiness for diagnostic activity as an important factor in the formation of a creative personality in the conditions of a higher education institution. Conclusions. The resources of diagnostic tools (diagnostic technologies, procedures, diagnostic tools and methodological support), pedagogical conditions as important ways to optimize the professional training of students for diagnostic activity, which ensure the creative growth of the personality in the conditions of a higher education institution, are identified.