International Journal of Pedagogics
176
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
176-178
10.37547/ijp/Volume05Issue03-49
System for forming skills for diagnosing and assessing
students' development levels in future teachers
Raximova Shahodat Azadovna
Tashkent State University of Economics, Uzbekistan
Received:
25 January 2025;
Accepted:
24 February 2025;
Published:
26 March 2025
Abstract:
This study explores conceptual approaches to training future educators in diagnosing students'
educational outcomes, including the systemic, value-based, activity-based, and competency-based approaches.
An interdisciplinary analysis of professional teacher training has identified three key perspectives: philosophical,
psychological, and pedagogical. A systematic structural analysis of students' diagnostic activities was conducted,
outlining the specific features of each component, such as goals, motivations, content, skills, and expected
outcomes.
Keywords:
Student training, diagnostic activities, system-structural analysis.
Introduction:
In the context of modern societal
development, special attention is given to new
qualitative requirements for the education system and
the professional training of future teachers. One of the
key ways to enhance the effectiveness of this training
is by teaching students how to diagnose educational
outcomes in schoolchildren. To achieve this, the study
examines the essence of professional teacher
preparation in general and specifically focuses on
training future educators in educational diagnostics.
Through an interdisciplinary analysis, the study
identifies several conceptual approaches to updating
the system of professional teacher training, including:
The systemic approach
–
establishes connections
between
various
educational
processes
and
phenomena, particularly the relationship between
teacher preparation and diagnostic assessment [1].
The value-based approach
–
highlights the importance
of training future teachers in diagnosing students'
educational outcomes as a core professional value.
The activity-based approach
–
focuses on studying the
structural components and various types of diagnostic
activities.
The competency-based approach
–
provides a
foundation for developing diagnostic competence as an
essential learning outcome for teacher training
programs.
These approaches serve as key methodological
guidelines for shaping effective teacher training
strategies, ensuring that future educators acquire the
necessary skills to assess, analyze, and improve
students' academic progress [2].
MЕTHОDS
The interdisciplinary analysis of the professional
training of future specialists has deepened the
theoretical understanding of its essence. The study
reveals that, across various disciplines, researchers
emphasize
different
aspects
of
professional
preparation, highlighting the interconnection between
theory and practice and their influence on human
activities.
Philosophical Aspect
From a philosophical perspective, scholars such as V. G.
Afanasyev, L. P. Bueva, M. S. Kagan, and others stress
the importance of studying personality by considering
the role of theoretical and practical knowledge in
shaping human activity and social interactions.
Additionally, they emphasize the significance of
analyzing
relationships
within
society
and
understanding the dynamics of human interaction with
the external world.
Psychological Aspect
The psychological dimension (as explored by B. G.
Ananyev, L. S. Vygotsky, I. A. Zimnyaya, A. N. Leontiev,
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International Journal of Pedagogics (ISSN: 2771-2281)
S. L. Rubinstein, V. A. Petrovsky, and others) focuses on
[3]:
The process of preparing future specialists based on
subject-to-subject interactions,
The development of professional orientation,
The role of motivation in professional activity,
The effectiveness of professional training in shaping
competent specialists.
Pedagogical Aspect
From a pedagogical standpoint, researchers such as O.
A. Abdullina, N. V. Kuzmina, N. B. Krylova, G. K.
Parinova, V. A. Slastenin, A. P. Tryapitsyna, and others
focus on [4]:
The content and essence of professional training,
Its distinctive characteristics and stages,
The specific outcomes of training, particularly in
developing diagnostic competencies among future
professionals.
Key Findings of the Analysis
This interdisciplinary examination has helped clarify
key aspects of professional preparation through the
lens of different sciences:
Philosophically, the study highlights the practical
application of professional training, positioning it as a
distinct field within educational practice.
Psychologically, it emphasizes the subject-to-subject
nature of interactions among all participants in the
training process, promoting collaboration, active
participation, and engagement in diagnostic activities.
Pedagogically, it presents the specific features of
diagnostic activities and outlines the unique aspects of
training programs aimed at enhancing diagnostic
competence.
By integrating philosophical, psychological, and
pedagogical perspectives, this research provides a
comprehensive understanding of how professional
training can be optimized to develop highly competent
and effective specialists in the field of education.
RЕSULTS АND DISСUSSIОN
The further investigation into the training of future
teachers in diagnosing students' educational outcomes
necessitated a deeper study of the historical and
contemporary evolution of pedagogical diagnostics.
A retrospective analysis of diagnostic concepts
revealed that at different times, scholars and educators
approached the subject from various perspectives:
K. D. Ushinsky emphasized the importance of recording
each student's educational history [5].
A. F. Lazursky and P. F. Lesgaft focused on developing
methods for studying personality and providing
recommendations for their application.
L. N. Tolstoy advocated for a careful and continuous
study of children.
A. S. Makarenko and V. A. Sukhomlinsky suggested
analyzing students only through joint activities and
active guidance.
Modern Approaches to Pedagogical Diagnostics
In contemporary research, the phenomenon of
diagnostics is interpreted in multiple ways:
As an integral part of pedagogical activity, aimed at
identifying personal traits and measuring educational,
training, and developmental outcomes (V. S.
Avanesov).
As a means of recognizing and accounting for the
individual and group characteristics of educational
process participants (I. A. Skopylatov, O. Y. Efremov).
As an analysis of individual personality development
trends to manage the quality of the educational
process (N. M. Borytko).
As a measurement of pedagogical effectiveness and an
assessment of each participant's potential (K.
Ingecamp).
A literature review on the subject demonstrates that
pedagogical diagnostics is becoming increasingly
significant in the field of education. It is now essential
to integrate innovative trends into its development.
This has provided a rationale for introducing the
concept of developmental pedagogical diagnostics,
which allows for the prediction and organization of
students’ personal growth and self
-development.
Pedagogical Diagnostics in the Context of Educational
Standards
It is crucial to emphasize that in the context of this
research, the object of study is the diagnosis of
students' educational outcomes as defined by the
Federal State Educational Standards for Secondary
(Complete) General Education. These standards outline
three key criteria for student development:
Personal Educational Outcomes
The development of a value-based system within
students regarding themselves, the educational
process, their peers, and learning objects.
Thi
s factor plays a crucial role in enhancing students’
motivational resources.
Meta-Subject Educational Outcomes
These refer to interdisciplinary skills acquired through
one or multiple subjects.
They are applicable both within the educational
process and in real-life situations.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Subject-Specific Educational Outcomes
The mastery of concrete elements of social experience,
as studied within specific academic disciplines.
These outcomes ensure that students can navigate and
interpret real-world phenomena (cognitive abilities).
All of these educational outcomes, along with their
diagnostic assessment, constitute an integral part of
the professional training of future teachers. The
organization of diagnostic activities within teacher
education programs ensures that students acquire the
necessary skills for effectively assessing and enhancing
the learning process.
СОNСLUSIОN
Based on the interdisciplinary analysis, several
conceptual approaches to the professional training of
students have been identified, including the systemic,
value-based, activity-based, and competency-based
approaches.
The study has examined theoretical perspectives on the
essence of professional preparation for future
specialists and has structured diagnostic activities by
analyzing their core components, identifying their
specific features, and outlining the key aspects of
preparing future educators for assessing students'
educational outcomes.
Furthermore, the historical and contemporary
development of pedagogical diagnostics has been
analyzed, with a clear definition of its object
—
the
diagnosis of students' educational results. The research
also substantiates the concept of developmental
pedagogical diagnostics, which aims to enhance and
facilitate students’ personal growth and self
-
improvement through effective diagnostic strategies.
RЕFЕRЕNСЕS
Avanesov V. S. Fundamentals of the pedagogical theory
of measurements // Pedagogical measurements. 2014.
No. 1. Pp. 15
–
22.
Skopylatov I. A., Efremov O. Yu. Personnel
management. St. Petersburg, 2020. 480 p.
Borytko N. M. Diagnostic activity of a teacher: a
textbook for students of higher educational institutions
/ edited by V. A. Slastenin, I. A. Kolesnikova. Moscow,
2018. 288 p.
Ingenkamp K. Pedagogical diagnostics / translated from
German. Moscow, 2011. 240 p.
Shchukina
G. I. Activation of students’ cognitive activity
in the educational process: teaching aid for students of
institutes. Moscow, 2019. 160 p.
