FORMATION OF TEACHERS’ PROFESSIONAL COMPETENCE BASED ON PEDAGOGICAL DIAGNOSTICS

Abstract

This article elucidates the role of pedagogical diagnostics as a fundamental
mechanism for cultivating a teacher’s professional competence. Pedagogical
diagnostics is presented as an iterative process encompassing the collection,
analysis, and interpretation of diverse data concerning an educator’s knowledge,
skills, and abilities. Practical examples illustrate the application of diagnostic
procedures within educational institutions, and recommendations are provided for
integrating diagnostic outcomes into individualized professional growth plans.