DIAGNOSTICS AND MONITORING OF THE FORMATION LEVELS OF SOCIO-CULTURAL COMPETENCE IN FUTURE FOREIGN LANGUAGE TEACHERS

Abstract

This article examines the complex and dynamic process of pedagogical diagnostics in higher education, viewing it as the continuous assessment, evaluation, and prediction of educational outcomes alongside the methods used to achieve them. It is argued that organizing diagnostics and monitoring within higher education institutions requires the constant revision of implementation approaches and the adjustment of tools to ensure the effective and objective measurement of studied parameters, processes, and phenomena.
The study refines the concept of "diagnostics of the levels of formation of socio-cultural competence of future foreign language teachers." This concept is defined as a pedagogical activity involving the mastery of specific control methods to assess the knowledge and skills of students, aiming to analyze results and correct subsequent actions to enhance this professional quality. It is determined that conducting pedagogical diagnostics requires selecting methods aligned with specific criteria and indicators, specifically the structural components of the phenomenon under study.
Consequently, a comprehensive diagnostic framework comprising eight methods has been developed to determine the levels of formation of socio-cultural competence in future foreign language teachers, corresponding to the four structural components of the quality: value-emotional, information-cognitive, activity-communicative, and personal-reflective. Based on this diagnostic methodology, a baseline experiment was conducted involving a sample of 147 future foreign language teachers across three domestic universities. Analysis of the empirical data has revealed that the respondents predominantly exhibit average to low levels of socio-cultural competence. These findings suggest that the formation of this integrative quality in higher education requires intensified efforts from both instructors and students.