Формування здатності майбутніх педагогів до педагогічної діагностики власних навчальних досягнень

Abstract

Метою статті є аналіз наукових поглядів і власних спостережень, що стосуються теоретичних та методологічних основ підготовки майбутніх педагогів до діагностичної діяльності, зокрема щодо власних навчальних досягнень. Проаналізовано орієнтовну схему організації педагогічної діагностики результатів самостійної роботи студентів, її відмінності від контроля, перевірки й оцінки знань, умінь та навичок. Визначено комплекс взаємопов’язаних показників і відповідних їм критеріїв, що дають можливість оцінити діагностичну зрілість майбутнього вчителя.

The article considers theoretical and methodological bases of training of future teachers for diagnostic activity, in particular, concerning their own educational achievements. The approximate scheme of the organization of pedagogical diagnostics of the results of independent work of students is analyzed, in particular its differences from the control, testing and assessment of knowledge, skills and abilities; a set of interrelated indicators and corresponding criteria that allow to assess the diagnostic maturity of the future teacher is defined. The set of interrelated indicators and the corresponding criteria also makes it possible to assess the research maturity of the future teacher in particular: 1) the level of theoretical knowledge of philosophy and pedagogy of scientific research (the essence of the main contradictions of modern education and ways to solve them; a theme, a subject, a purpose, a hypothesis, the tasks, the methods of scientific research, the essence and structure of scientific experiment, its ascertaining, transforming and control stages; the innovative models and technologies and methods of their implementation in practice); 2) the level of creative research abilities and skills is determined by criterion evaluation of the results of specific independent research work; 3) the level of communicative culture; 4) the level of defense before an expert or expert commission of one’s own research creative product (substantiation of innovative ideas and their purpose, the degree of novelty of the author’s creative idea, hypotheses of expected results; peculiarities of creative tasks in accordance with the specifics of their creative motives, abilities, inclinations to relevant research work, volitional and special training); 5) the level of creative interaction between the lecturer and students, the effectiveness (current and final) of the research work (set by the available products of the students for a certain period (six months, a year) – articles, reports, Olympic and competitive achievements, defense of scientific papers and others. Finally, we can conclude that the ability to pedagogical diagnostics of future teachers will ensure the success of professional activity, of their own self-realization. The basis of pedagogical diagnostics and inseparable corrective work can be defined as operations to identify the causes of mistakes. Pedagogical diagnostics has a certain algorithm of activity, which should be mastered by the students. The diagnostic maturity of the future teacher can be assessed by a set of interrelated indicators and their corresponding criteria.j