INTERACTIVE TECHNIQUES AS AN IMPORTANT RESOURCE FOR TRAINING FUTURE TEACHERS FOR DIAGNOSTIC ACTIVITIES
Abstract
The article considers the possibilities of interactive technology as an important resource for improving the quality of training future teachers for diagnostic activities in the conditions of university education; characterizes the factors of productivity of diagnostic activities, its structural components; reveals the features of interactive techniques, their diversity, specificity, functions, analysis of the level of readiness of students for their use in the educational process, the impact on the nature of training for diagnostic activities as an important factor in the formation of a creative personality in the conditions of an educational institution. The purpose of the article is to identify the possibilities of interactive technology in the preparation of future teachers for diagnostic activities as an important resource for the success of the formation of their creative personality in the conditions of university education. With the help of a set of methods (study of scientific literature, analysis of ideas of theoretical provisions, observation, conversation, testing, modeling of pedagogical situations, mathematical processing of the results obtained, pedagogical experiment), various types of interactive techniques are substantiated: groups of organizationally directed and content-semantic, features of their impact on the formation of each component of diagnostic activities. The results of the formative experiment confirmed the possibilities of using interactive techniques in the professional training of future teachers for diagnostic activities in specially created pedagogical conditions, updating its content, methodology and technology, using diagnostic tools, which positively affects the professional development of future teachers in the university education system. The conducted research allowed us to draw conclusions that the effectiveness of the professional training of future teachers for diagnostic activities is significantly increased by using interactive techniques, developing its functions and methodological principles for implementation in the practice of a higher education institution in specially created pedagogical conditions.
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