This study explores conceptual approaches to training future educators in diagnosing students' educational outcomes, including the systemic, value-based, activity-based, and competency-based approaches. An interdisciplinary analysis of professional teacher training has identified three key perspectives: philosophical, psychological, and pedagogical. A systematic structural analysis of students' diagnostic activities was conducted, outlining the specific features of each component, such as goals, motivations, content, skills, and expected outcomes. system-structural analysis
System for forming skills for diagnosing and assessing students' development levels in future teachers
DOI:
Keywords:
Student training
diagnostic activities
system-structural analysis
Abstract
Downloads
Download data is not yet available.
References
Avanesov V. S. Fundamentals of the pedagogical theory of measurements // Pedagogical measurements. 2014. No. 1. Pp. 15–22.
Skopylatov I. A., Efremov O. Yu. Personnel management. St. Petersburg, 2020. 480 p.
Borytko N. M. Diagnostic activity of a teacher: a textbook for students of higher educational institutions / edited by V. A. Slastenin, I. A. Kolesnikova. Moscow, 2018. 288 p.
Ingenkamp K. Pedagogical diagnostics / translated from German. Moscow, 2011. 240 p.
Shchukina G. I. Activation of students’ cognitive activity in the educational process: teaching aid for students of institutes. Moscow, 2019. 160 p.