УДК 378.574


Perizat Turarovna Abdullayea doctoral student of 2 courses of the specialty

"Pedagogic and psychology"

al-Farabi Kazakh national University

Almaty, Kazakhstan




Обосновывая актуальность тематики данной статьи, автор выделяет необходимость формирования диагностической компетентности будущих педагогов-психологов, которая позволит им в дальнейшем решать вопросы и проблемы личности с учетом специфики психологической службы в общеобразовательных или специальных(коррекционных) учреждениях, оказывать психолого-педагогическую поддержку семьям и отдельным индивидам на основе полученных диагностических данных.

На основе глубокого анализа психолого-педагогической литературы рассматриваются диагностическая компетентность в структуре профессиональной компетентности будущих педагогов-психологов, основные апсекты моделирования процесса  формирования диагностической компетентности. Автор выделяет два основных аспекта, которые на его взгляд, должны формироваться именно в условиях образовательной среды: диагностическое мышление и диагностические умения.

Тем самым доказывается, что для успешного выполнения усложняющихся задач, стоящих перед современной школой и педагогом-психологом сегодня, необходимы целенаправленная реконструкция их будущей профессиональной деятельности, а именно формирование диагностической компетентности, профессионально-личностное совершенствование будущих специалистов в университетской среде.

Ключевые слова: компетентностный подход в образовании, диагностика, профессиональная компетентность, диагностическая компетентность, профессиограмма.



Justifying the topicality of the article, the author identifies the need for the development of diagnostic competence of future teachers-psychologists, which will allow them to continue to resolve issues and problems of the individual taking into account the specifics of the psychological service in secondary or special (correctional) institutions, to provide psycho-pedagogical support to families and individuals on the basis of the obtained diagnostic data.

Based on deep analysis of psychological and pedagogical literature are considered diagnostic competence in the structure of professional competence of future teachers-psychologists, the main aspects of modeling the process of development of diagnostic competence. The author identifies two key aspects that in his opinion should be formed in terms of the educational environment: diagnostic reasoning and diagnostic skills.

Thus, it is proved that for the successful execution of increasingly complex tasks of the modern school and the educational psychologist today requires deliberate reconstruction of their future professional activity, namely the formation of diagnostic competence, personal and professional improvement of future specialists in the University environment.

Key words: competence approach in education, diagnostics, professional competence, diagnostic competence, professiogram.


Pressing is improving the quality of training of qualified and competitive personnel for all sectors of the economy, creation of conditions for training of highly qualified teachers of the new formation, able to work in conditions of innovative transformation of education. Of course, that full integration into the world educational space requires raising of the education system at the international level.

Higher education of the Republic of Kazakhstan today fulfills one of the main priorities identified by the President.. Nazarbayev in the country's development Strategy "Kazakhstan - 2030". It should ensure the survival of Kazakhstan through a cultural, integrating the mission, through quality, globalization and humanization of knowledge [1].

The current situation in training specialists for the sphere of education dictates an increasing need for a high level of professional competence of a psychologist. Which is essentially a school psychologists, psychologists in education, psychologists are active subjects of educational activities, they must be creative individuals who master the latest achievements of human Sciences and innovative psychological and pedagogical technologies, they must be not only psychologists, but also educators-professionals, focused on personal development of each child, having a sufficiently well-formed professional diagnostic competence.

The problem of development of diagnostic competence of future specialists complex and multidimensional. In our opinion, it is necessary to consider this problem in the context of the concept competence-based approach, which received a sufficiently deep justification in the scientific works of V. A. Bolotov, I. A. Winter, A. K. Markova, L. M. Mitina, Yu. a. Petrov, John. Raven, I. D. Frumkin, V. D. Shadrikova etc.

The term "diagnosis" attitude toward education began to be used in foreign literature and studies the post-Soviet period recently. And so the concept of"diagnosis in education (in training)" is not yet established in science. Our analysis of the literature shows that most detailed questions of diagnosis were considered in psychological and pedagogical works by Anastasi A., B. P. Bespalko, Yu Z. Gilboa, K. M. Gurevich, V. N. Druzhinina, L. V. Zagrekova, K. Ingenkamp, I. P. Podlesovo, V. P. Simonov, E., Stoney, etc. According to them the essence of diagnosis as any other cognitive process, is the reflection of the teacher objectively existing psychological and pedagogical facts and laws, they emphasize the specificity of the pedagogical diagnostics is its direct way to the practical activity of a specialist. In this regard, we believe that an important component of professional competence of future teacher-psychologist is the diagnostic competence, the study of which is reflected in this article.

Refer to the conceptual content of the field on this issue. If in the Russian explanatory dictionary by S. I. Ozhegov the concept of "competent" has several meanings: knowing, knowledgeable, and respected in any field, with competence; the term "competence" is interpreted as the range of issues in which someone is knowledgeable or as the circle of someone's powers, rights [2, p. 288].

In the modern dictionary of foreign words the concept of "competent" means "competent - the terms of office of any Agency, entity or range of cases, issues to be someone else's doing. At the same time it has a second meaning: a circle of questions in which the person has knowledge, experience. The word "соmpetere"from the French language means - to demand, to fit, to be suitable; Latin "competens"means "suitable, able," and English "сompetence"is translated as "ability or competence" [3, p. 468].

If you look at the history of the term, in the 70-ies of XX century the notion "competence" is widely used in the United States and several European countries in connection with the problem of individualization of education. Then the idea was very simple: don't be limited to learning the basic Sciences and relevant teaching methods and try to develop all levels of interpersonal relationships, atmosphere in the class, etc. Approach does not go beyond the educational process in the school.

In this regard, we can say that such a different interpretation of this concept in the literature has influenced a wide variation in the use of his interpretation, and that the concept of "competence" and "competence" in pedagogical science is insufficiently established so far.

The concept of competence-based approach was born and received a deep Foundation in the scientific works of V. A. Bolotov, I. A. Winter, A. K. Markova, L. M. Mitina, Yu. a. Petrov, John. Raven, I. D. Frumkin, V. D. Shadrikova etc. the researchers I. A. Winter, N. B. Lavrenteva, O. M. Kuzevanov, Z. I. Kolycheva, V. A. Bodrov, V. D. Shadrikov noted the idea of integrity when dealing with the "competence" and "competence" and are United in the opinion that "competence" is broader than "competence" [4,5].

In General, competence-based approach is defined as a methodological reference point of modernization of modern education defining new methods and techniques of teaching that promote the development of independence, initiative, creativity, critical thinking of the trainees and orienting them to specific effective result (V. A. Bodrov [6]).

The problem of formation of professional competence of future specialists in the sphere of education rises in the writings of scholars – representatives of all CIS countries for the past 10 years: B. S. Aliyeva, F. N. Aliphanov, A. D. Washedaway, G. M. Gadzhiev, Sh. T Tubeway, G. A. Karahanova, L. A. Kravtsova, D. M. Mallewa, A. N. Nugumanova etc.

The concept of "professional competence" in relation to the teacher is relatively young, it is actively included in the pedagogical terminology since the 90-ies of XX century, the term is Often used as a synonym of concepts "professionalism", "teaching skills", but is seen as a complex unity, an alloy or a structure of General and professional knowledge, practical skills, professionally important personal qualities that ensure successful activity specialistas the professional field.

As the willingness and ability of the specialist to make effective decisions in the exercise of professional activities understands the category of "professional competence" K. V. Shaposhnikov [7]. However, competence as "an individual characteristic of the degree of compliance with the requirements of the profession as a mental condition to act independently and responsibly and as the possession of person ability and ability to perform certain labor functions" defines A. K. Markova [8].

According to many authors, the notion "competence" is broader than the system of "knowledge", "skills" and "skills" because it includes not only cognitive (knowledge) and operational technology (skills) components but also motivational, ethical (value orientation), social and behavioral. The acquisition of expertise requires mental discipline, a considerable intellectual development: abstract thinking, self-reflection, identify their own position, self-evaluation, critical thinking. We can say that the concept of "competence" includes, along with cognitive, more motivational, "relational" and regulatory components (Lavrent'ev N. B., Kuzevanova O. M. [5]).

At the same time, according to the Kazakh researchers Tubeway sh. T,Mynbaeva A. K., Sadvakasova Z. M. competence is the goal, and competence - these are the results [9, 10].

For future teachers, regardless of the profile of specialty, diagnostic competence was formulated by O. I. Dorofeeva as the unity of theoretical and practical readiness of teachers to implementation of diagnostic activities for solving professional problems and tasks that arise in real situations of professional pedagogical activity [11, 12]. This researcher notes that the availability of diagnostic expertise will help professionals competently, professionally, to identify issues of personal development of pupils, gaps in knowledge and their causes, to reasonably select the content and methods of teaching, i.e., to effectively carry out professional activities in the new organizational and pedagogical conditions [12].

Consider the concept of diagnostic competence, the ov Vechkanova for future social teachers readiness, which results in the synthesis of a positive attitude of future social pedagogues to the diagnosis, psychological and pedagogical knowledge and skills to apply them in the course of studying the students and school teams in terms of practical pedagogical activity [13, p. 75].

According to E. P. Ivoting [14] the diagnostic competence of future teachers -a means to improve the professional activity of a teacher. Based on these basic concepts and research V. N. Kosyreva [15], a young researcher A. V. Furletova defines criteria, indicators and levels of development of diagnostic competence of social pedagogue. Integrating all the modern formulation of this concept (N. V. Kutovoi [16], E. N. Artemenok [17], N. A. Pronyaeva [18], etc.) it offers the author's definition of diagnostic competence as the unity of theoretical and practical readiness for the implementation of diagnostic activities: integrated property of the individual, including skills of diagnosis, extension of diagnostic hypotheses, solve problems and tasks arising in real situations of psychological-pedagogical activity, to make appropriate adjustments in their activities [19].

At the same time, some authors consider diagnostic competence as a part of research competence of future specialists (S. S. Seitenova, S. A. Muhangalieva [20], etc.).

In our opinion, a very important component of the model of diagnostic competence should be diagnostic thinking. Here we rely on the idea of the Russian researcher A. S. Belkin, which analysed features of the diagnostic thinking of the teacher and was characterized by various diagnostic approaches plan: stage, system-integrated, inversion and predictive [23]. They also attempted from the standpoint of pedagogy to determine the diagnostic study of personality (objective, systematic and complexity, the study of personality in activity, team work and raising tuition). For the formation of such thinking, it seems necessary understanding of the diagnostic problems of the educational process of the school (the object of activity of the future pedagogue-psychologist).

Highlight the required list of diagnostic tasks that are low for the profession of school psychologist (it is adapted by the Kazakh researchers to the realities of Kazakhstani society [24]):

- determine the level of mastery of predominantly specific knowledge, skills and abilities on a particular subject, acquired in different educational institutions;

- study of various aspects of educational achievements, training and learning of students to rapidly identify learning outcomes, possible deviations and their correction;

- identify gaps in students ' knowledge on a particular subject or study a separate topic within a specific subject

- identifying and measuring the composition and structure of attitudes of the individual;

- the study of the stability of habits, stereotypes of behavior;

- the definition of a measure of learning personality cultural potential of humanity.

- the establishment of a variety of manifestations(and deviations from generally accepted standards) education of students as an integrative result of a deliberate pedagogical efforts and sociogenic impacts;

- the establishment of the educational opportunities of all participants (including the subjects of education) and factors of the educational process;

- determination of the level of education students by selected criteria, in this particular case

- definition of features individual development of children;

- identification of deviations in development; identify factors affecting the personality development of the child;

- the ground of results of development of personality in the educational process.

Also important will be the role of diagnostic skills of the future teacher-psychologist. In the works of N. Yu. Bocharova, E. K. Osipova, N. G. Khakimova and others Noted the paramount importance of diagnostic skills for professional activities of teachers, reveals their essence[25, 26, 27].

Exploring the nature of diagnostic skills, L. Yu., proposes to consider them as a set of mental and practical actions and operations corresponding to the logic of the diagnostic process, ensuring the successful study of the personality and activities of children using specific methods and techniques [29]. Researcher N.. Kuzmin notes that diagnostic skills should be valuable for the teacher-subject teachers of any specialty. Proving that they are an attribute of all components of the pedagogical activity, N.. Kuzmina described the levels of formation of the complex pedagogical and diagnostic skills [29].

As you can see, all the mentioned authors agree that the diagnostic skills provide the opportunity to ensure the effectiveness of receiving feedback in the process of training and education, and a pedagogical process and to manage it. And unless these functions are crucial to the success of the future specialist psychologist in the field of education. Yes, and in our opinion, diagnostic skills, as a means of information support of pedagogical process, provide the relationship between the separate groups of professional and pedagogical skills.


Thus, we have proved that for the successful execution of increasingly complex tasks of the modern school and the educational psychologist today requires deliberate reconstruction of their future professional activity, namely the formation of diagnostic competence, personal and professional improvement of future specialists in the University environment, as in a kind of educational field where theory and practice, teaching and research activities go together ("hand in hand"). However, simulating the process of development of diagnostic competence of future teacher-psychologist of education in the University environment, we have identified two main aspects that in our opinion, should be formed in terms of the educational environment. This diagnostic reasoning and diagnostic skills. From them we will start in creating the structurally-substantial model of formation of the diagnostic competence of future teachers-psychologists. In this regard, we will revise the training programme of the specialty "Pedagogics and psychology", and, if necessary will make adjustments due to the need to change instrumentation diagnostic teaching of disciplines of profile character.




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