CONCEPTUAL FOUNDATIONS DIAGNOSTIC ACTIVITIES OF SCIENTIFIC AND PEDAGOGICAL STAFF IN HIGHER MILITARY EDUCATIONAL INSTITUTIONS

Abstract

The article provides a detailed analysis of the algorithm for conducting diagnostic procedures in the educational process of higher military educational institutions, outlining and describing its key stages. Among the fundamental stages of the diagnostic procedure algorithm, the following are identified: setting the purpose and tasks of diagnostics, determining criteria (indicators) and diagnostic object (phenomenon), selecting methodologies for pedagogical diagnostics, data collection using diagnostic methods, quantitative and qualitative analysis of obtained results, development and formulation of a pedagogical diagnosis, formulation of a pedagogical prognosis, and the development of a plan for corrective actions. Recommendations for the effective implementation of these fundamental stages of the diagnostic procedure algorithm are provided. It is emphasized that to ensure the implementation of diagnostic procedures, it is necessary to adhere to the consistent realization of the entire diagnostic cycle, which, depending on the situation, the object, and the subject of diagnostics, may have different content but follows a common algorithm. It is noted that the prerequisite for obtaining reliable information regarding a specific pedagogical phenomenon or object in the context of diagnostic activities by a scientific and pedagogical practitioner is the adherence to logical principles in conducting diagnostic procedures. Furthermore, it is acknowledged that the procedural aspect of diagnostic procedures may also involve creative and innovative approaches from the scientific and pedagogical practitioner or the head of the higher military educational institution. It is further revealed that a deep understanding of both the system of pedagogical diagnostics within the specific higher military educational institution and the methodology of the entire diagnostic process is a fundamental prerequisite for organizing an effective educational process within the institution.