DIAGNOSTIC-CORRECTIVE ACTIVITY AS A PEDAGOGICAL CATEGORY: A CONCEPTUAL ANALYSIS
Ключевые слова:
pedagogical category, diagnostic activity, corrective activity, pedagogical diagnostics, professional competency.Аннотация
This thesis examines the concept of «diagnostic-corrective activity» as an independent pedagogical category. An etymological, structural-functional and comparative analysis of the concept is conducted within the framework of contemporary pedagogical science. The necessity of designating diagnostic-corrective activity as a distinct dimension of teachers' professional competency is substantiated.
Библиографические ссылки
Ананиев, Б. Г. (1980). Избранные психологические труди. Москва: Педагогика.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74.
Ingenkamp, K. (1971). Paedagogische Diagnostik. Weinheim: Beltz.
Забродин, Ю. М. (1991). Психологическая диагностика. Москва: Просвешение.
Fletcher, J. M., & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30–37.
Yusupova, Z. (2020). Criteria for assessing diagnostic competency. Pedagogika fanlari axborotnomasi, 4, 78–85.
Mirzayev, A. (2023). Methodology for evaluating teacher competency. Pedagogik ta'lim, 2, 45–52.
Загрузки
Опубликован
Выпуск
Раздел
Как цитировать
