Diagnostic Skills in the Professional Competencies of Pre-Service Teachers

This article examines the importance of diagnostic skills within the professional competencies of pre-service teachers. The study identifies the role of diagnostic skills in detecting problems in the learning process, assessing students’ individual needs, and developing appropriate instructional strategies. The research was conducted using a mixed-methods approach involving 50 pre-service teachers studying at pedagogical institutions in Uzbekistan and 10 experienced pedagogical trainers. The research was carried out in two stages: the first stage assessed the existing level of diagnostic skills, while the second stage tested an 8-week training program designed to develop these skills. The results revealed that participants initially demonstrated relatively low levels of diagnostic skills. However, after the training program, a significant improvement was observed, particularly in the skills of observing and analyzing students’ behavior. The findings confirm that diagnostic skills can be effectively developed through specialized practical training. The practical significance of the study lies in highlighting the need to pay greater attention to diagnostic skills in pedagogical education. Future research is recommended to involve more participants and investigate the long-term effects of training programs.