Abstract
The article deals with the analysis of tools used for competence development diagnostics in the European Union states (Federal Republic of Germany, Austria, Switzerland), the USA and Ukraine. The common approaches to the development and implementation of diagnostic tools in the process of music teachers training are determined: the competence-oriented educational standards and a complex of key competencies served as the basis for the diagnostic tools development; the development of diagnostic tools is carried out by Ministries, institutes and pedagogical and psychological laboratories; it is asserted that to provide education of high quality both psychological and pedagogical diagnostics are to be carried out. The author’s interpretation of terms used to define Musical Arts teachers’ general professional and specialized professional competencies and diagnostic tools providing for determining future specialists’ quality of education is offered.
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