Alfred Nobel University Journal of Pedagogy and Psychology

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https://ir.duan.edu.ua/handle/123456789/2001

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Перегляд Alfred Nobel University Journal of Pedagogy and Psychology за Автор "Chuvasov M."

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    Psychological and pedagogical support of diagnostic activities of future teachers
    (Alfred Nobel University, 2024-12-19) Chuvasov M.
    Based on modern realities and requirements of society, it is considered that the leading task of professional and pedagogical training of future teachers should be the formation and development of the teacher’s personality, which involves comprehensive psychological and pedagogical support for diagnostic activity, variable use of the entire set of basic theoretical provisions and practical skills, vision of the problem in pedagogical phenomena, understanding of others, readiness to take the position of a student, and ability for pedagogical reflection, for critical assessment of oneself in various planned and spontaneously arising pedagogical situations. The purpose of the study is to reveal the essence of the concept of “support for diagnostic activity” and to consider the main provisions of psychological and pedagogical support for the preparation of future teachers for diagnostic activity. Research methods are as follows: analysis, synthesis and systematization of philosophical, psychological and pedagogical, and methodical studies devoted to the problem of psychological and pedagogical support of diagnostic activity of future teachers, formation of readiness of future teachers for diagnostic activity, in particular, formation of their readiness for diagnostic activity in the process of professional training at university, to study the state of the problem and theoretical justification of the need for it; comparative analysis, generalizations, which make it possible to highlight the main provisions of psychological and pedagogical support for the training of future teachers for diagnostic activities. In the course of the research, it was found that the support of diagnostic activity is psychological and pedagogical support, which is considered as an activity that ensures the consideration of individual capabilities and abilities of the participants of professional training; contributes to the development of that special, peculiar thing that is embedded in the personality from nature or that was acquired with individual experience. Regarding diagnostic activities, it is important to interpret the process of psychological and pedagogical support as a set of diagnostic tools, procedures, and methods that ensure the creation of the necessary emotionally favourable atmosphere and tolerant relations during interpersonal communication, which is the basis of individual, psychological and professional development of future teachers, as well as productive use of diagnostic tools based on the principles of pedagogical interaction, cooperation and cocreation. Methodical support of professional training of students for diagnosis provides conditions for them to acquire experience of diagnosis and self-diagnosis of individual support of professional development, understanding of their importance in professional formation and increasing the effectiveness of professional training in forming their readiness for diagnostic activity. In the course of professional training of future teachers for diagnostic activities, psychological and pedagogical support of diagnostic activities ensures a logical relationship of actions, processes, and regularities. The teacher as a subject of diagnosis activates the mechanism of implementation of diagnostic procedures: needs, motives, incentives, resources, reserves, and active actions of students (objects of diagnosis), establishes feedback and controls the actions of all participants of professional training. It has been concluded that the effectiveness of preparing future educators for diagnostic activity is determined by a system of diagnostic actions implemented under specially created pedagogical terms. This process involves the interaction of these terms, tools, and diagnostic self-development instruments for each student to foster their readiness for diagnostic activity.