Diagnostic support of the formation of the communicative competency of future pedagogues in the process of solving professional tasks

Abstract

The article presents the results of experimental work on monitoring the communicative competency of future pedagogues based on diagnostic support. The scientific research is based on the provisions that during the diagnostic support during the period of study at the university, closely interrelated and interdependent processes of students' own personal and professional development take place; their psychodiagnostic culture is formed as a substructure of the general professional culture; students' interest in self-development and professional self-improvement is stimulated. One of the directions of diagnostic support is presented in detail, namely the formation of students' communicative competency as the most important factor in the formation of future professionals. The system of technological effects carried out in the process of studying psychological and pedagogic principles is characterised, the central link of which is teaching students to solve practical psychodiagnostic pedagogic tasks. The results of experimental work with students on the formation of communicative competency, presented in the article, convincingly proved the effectiveness of this system. The support of the personal and professional development of future pedagogues on the basis of a diagnostic basis allows them to provide targeted assistance in the development of communicative competency and a key role in this process is assigned to the solution of professional tasks.