Діагностична компетентність у структурі професійної підготовки здобувачів вищої освіти

Abstract

Обґрунтовано необхідність формування діагностичної компетентності для всіх учасників освітнього процесу. Подано авторську дефініцію поняття “діагностична компетентність”. Охарактеризовано місце діагностичної компетентності у структурі професійної підготовки майбутніх здобувачів вищої освіти. Розроблено діагностичний інструментарій. Встановлено, що рівень сформованості діагностичної компетентності визначає професійну майстерність науково-педагогічних працівників та здобувачів вищої освіти.

The necessity for the formation of diagnostic competence and the expediency of actively possessing it by all participants of the educational process are described in the article. The author᾿s definition of the “diagnostic competence” concept is provided. By it we understand the integrated ability of scientific and pedagogical workers to determine the formation of the motivational sphere of higher education seekers for professional training, purposefully forecast, timely monitor, systematically check and objectively evaluate the level of their educational success, as well as the individual readiness of future specialists to actively participate in control measures, proactive self-diagnosis and unbiased / independent self-assessment. The place of diagnostic competence in the structure of future specialists professional training at the preparatory, main and final stages is characterized. A diagnostic toolkit has been developed. The key concepts (setting goals, planning, implementation, analysis, reflection) are defined. They reveal the content of the main stages of the educational process and diagnostic competence takes a purposeful position at each of them. The ability to possess diagnostic competence allows you to achieve the main goals of the preparatory stage, in particular: to establish the level of basic training of students of higher education, to determine the educational motives of future specialists for the study of normative and selective disciplines. The main stage of the educational process is aimed at diagnosing the theoretical knowledge formation level, practical abilities and skills of students of higher education. The program results of the future specialists training were evaluated by the scaling method at the final stage of the educational process. It was established that the diagnostic competence formation level determines the professional skill of scientific and pedagogical workers, the current course and the final result of the professional training of students and their perspective in the implementation of the profession, improvement of qualifications, self-education.