Diagnostics of Teachers as a Basic Principle of Methodological Support Organizations of the Educational Process in Preschool Educational Institution

Abstract

The article on the basis of elaboration of dictionaries, encyclopedias, reference books, etc. presents a definitive description of the basic concepts of research «diagnosis», «diagnosis», «diagnosis», «pedagogical diagnosis», «diagnosis of pedagogical activity» and describes the importance of diagnosing teachers as the main basis ofmethods. organizationoftheeducationalprocessintheinstitutionofpreschooleducation. Aretrospectivereview of the use of diagnosis in pedagogy in ancient Babylon and ancient China is presented, as well as the introduction of the use of testing by the English scientist F. Galton. The citation of normative-legal documents on education concerning the organization of methodical support on diagnostic bases is given. The results of elaboration of psychological and pedagogical researches on diagnosing in domestic and foreign pedagogy are presented (K. Ingenkamp, A. Belkin, V. Bondar, O. Bondarchuk, V. Galuzinsky, G. Yelnikova, S. Martynenko, M. Suntsov, Yu. Malovany , S. Sysoeva, V. Urusky, G. Tsekhmistrova, etc.). The classification of methods of diagnosing teachers (according to K. Starchenko) into three groups is given: 1) information-ascertaining (observations, conversations and interviews, questionnaires); 2) assessors (expert assessment, independent characteristics, self-assessment, filling in diagnostic cards); 3) productive (pedagogical analysis of the results of professional activity and testing). Based on the generalization of research by psychologists and teachers, the criteria for assessing the level of formation of competencies of teachers of preschool institutions are presented. Methodical recommendations on the use of diagnosing teachers as the main basis of methodical support of the educational process in preschool education are highlighted.