System for forming skills for diagnosing and assessing students' development levels in future teachers

This study explores conceptual approaches to training future educators in diagnosing students' educational outcomes, including the systemic, value-based, activity-based, and competency-based approaches. An interdisciplinary analysis of professional teacher training has identified three key perspectives: philosophical, psychological, and pedagogical. A systematic structural analysis of students' diagnostic activities was conducted, outlining the specific features of each component, such as goals, motivations, content, skills, and expected outcomes. system-structural analysis.