INTERACTION OF METHODS AND DIAGNOSTICS IN TEACHING AS A RESOURCE OPTIMIZATION OF PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS

Abstract

The article reveals the possibilities of interaction of methodology and diagnostics in optimizing the professional growth of future teachers in the conditions of a higher education institution. Improving the quality of higher education involves the search for new resources for optimizing professional training in order to create the necessary conditions not only for mastering program knowledge, but also for the professional growth of students. Such a resource is the interaction of theoretical knowledge, methods of methodology and diagnostics, harmonization of methodological and diagnostic aspects of training, which serves as the foundation of the strategy for professional growth of students in the conditions of professional training, a means of influencing special disciplines on the formation of the professional image of a modern teacher, providing him with a personality-oriented orientation, implementing timely monitoring of personal development and gaining experience in creative activity. The purpose of the article is to theoretically substantiate the interaction of methodology and diagnostics in the educational process as an important resource for optimizing the professional development of future teachers in the context of professional training, to reveal the possibility of various methods of interaction of methodology and diagnostics in optimizing this process and synchronizing their actions when students master the program material, gaining experience in timely monitoring the productivity of the formation of professional qualities. The interaction of methodology and diagnostics is considered as an important content-process structural component of professional training, the structural elements of which are not only independent, but also interdependent and interdependent components of a single, holistic process of influencing the professional development of future teachers. It has been established that the effectiveness of students’ professional development depends on the integration of artificial intelligence with individual ways of solving educational problems by students and active actions to find ways out of simulated educational situations, methods of analysis, observation, generalization, etc. It is substantiated that students not only master theoretical knowledge of the basics of methodology and diagnostics, but also accumulate experience in forming their own professional image, the ability to transform the acquired knowledge into a tool for practical actions, which ensures the high-quality performance of professional duties and increases their competitiveness in the pedagogical sphere.