Diagnosis by future teachers of their own diagnostic skills as a resource for optimizing their professional and creative development

An urgent problem is the use of self-diagnosis opportunities and the readiness of future teachers to self-diagnosis of their activities as an important resource for their professional and creative growth, which requires improving professional training using diagnostic and self-diagnostic activities as important factors in the formation of their creative potential. The article reveals the peculiarities of professional training of future teachers for self-diagnosis, its specificity, functions, analysis of the level of formation of their readiness for self-diagnosis activity, the state of organization of preparation for self-diagnosis as an important factor in the formation of a creative personality in the conditions of an educational institution. The possibility of self-diagnosis by future teachers of diagnostic skills as an important resource for improving the quality of professional and creative growth in the conditions of university education is considered. The state of preparation of students for practical self-diagnosis in the conditions of a higher education institution was revealed; underestimation of its role in the professional development of students, retooling of their low and medium level of readiness for self-diagnostic activity, lack of systematic work on the formation of this complex education in the system of university education. The data of the formative experiment confirmed the possibilities of professional training of future teachers for self-diagnostic activities in specially created pedagogical conditions, updating its content, methods and technologies, the use of interactive forms and methods, diagnostic tools, which positively affects the professional development of future teachers in the system of university education.