Keywords
Abstract
This thesis examines the pedagogical potential of using interactive educational technologies to prepare future teachers for pedagogical diagnostic activities. The role of pedagogical diagnosis in the professional preparation of future teachers is highlighted, and the potential of case study, microteaching, SWOT analysis, pedagogical situation modelling, and reflection in developing diagnostic activity is analysed. It is substantiated that the integrated use of interactive technologies contributes to developing students’ abilities to analyse pedagogical situations, interpret diagnostic information, think independently, and make well-grounded professional and pedagogical decisions.
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