THE RESULTS OF THE ASCERTAINMENT EXPERIMENT OF THE READINESS OF FUTURE TEACHERS FOR DIAGNOSTIC ACTIVITIES IN UNIVERSITY CONDITIONS

Abstract

Fulfilling the social order for a creative personality actualizes the problem of training pedagogical personnel capable of systematic and timely monitoring of the professional development of future specialists in higher education. The state of preparation of future teachers for diagnostic activity, their readiness for diagnosis as an important resource for improving the quality of professional growth in the conditions of university education, is considered. The article describes the course of the ascertainment experiment, which was aimed at identifying and analyzing the level of readiness of future teachers for diagnostic activity, as well as the state of the organization of preparation for diagnostic activity as an important factor in the formation of a creative personality in the conditions of an educational institution. The peculiarities of diagnostic methods are considered as one of the effective means of comprehensive development of creative abilities of future teachers. The state of preparation of students for practical diagnosis in the conditions of a higher education institution was revealed; underestimation of the role of diagnostic activity in the professional formation of students, re-equipment of the low to medium level of their readiness for diagnostic activity, lack of systematic work on the formation of this complex education in the system of university education. The data of the ascertainment experiment confirmed that the problem of training future teachers for diagnostic activity is still underestimated in the content of professional training of future teachers, which explains the reasons for the prevalence of a low level of preparation for diagnostic activity, which negatively affects the professional development of future teachers in the university education system. Systematic preparation for practical diagnostics of the effectiveness of the educational process in the professional growth of future specialists should be an important part of the content of professional training of future teachers.