METHODOLOGY FOR DEVELOPING DIAGNOSTIC-PROGNOSTIC SKILLS IN TEACHERS OF GENERAL EDUCATION SCHOOLS
Keywords:
Diagnostics, forecasting, professional competence, structural-functional model, cognitive component, technological block, outcome criteria, pedagogical imitation, problem-based learning, creative thinking.Abstract
This article examines the methodology and pedagogical mechanisms for developing diagnostic-prognostic skills, which play an important role in the professional activity of general secondary school teachers. The article highlights the system of anticipating, analyzing, and modeling solutions to problems in the educational process. Within the framework of the study, a holistic pedagogical model aimed at the systematic development of teachers' diagnostic-prognostic skills was substantiated, and its target, content, technological, and resulting components were analyzed. Additionally, the effectiveness criteria of modeling problem situations and pedagogical imitation technologies in shaping analytical and creative thinking among teachers are revealed.
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