METHODS FOR DETERMINING THE LEVEL OF PREPARATION OF FUTURE TEACHERS FOR PEDAGOGICAL COMMUNICATION

Abstract

The article is devoted to the problem of diagnosing the level of preparation of future teachers for pedagogical communication. The author presents a multi-component understanding of communicative readiness, describes criteria and indicators for its evaluation, and analyzes the main methods used in pedagogical diagnostics: questionnaires, selfassessment scales, observation, test methods, projective techniques, expert evaluation, analysis of the products of activity, and situational-practical tasks. Special attention is paid to the integration of methods into a coherent diagnostic system, to the validity and reliability of diagnostic procedures, and to the use of diagnostic data for the individualization of communicative training. The findings show that only a balanced combination of several types of methods makes it possible to obtain a reliable and operationally useful picture of communicative readiness, supporting both research aims and practical pedagogical decisions in the preparation of future primary and preschool teachers.