Diagnostic tools for identifying professional deficits of teachers for pre-professional pedagogical training

The article deals with the problem of assessing the professional competence of teachers of pre-professional pedagogical training. Pre-professional pedagogical training in the present period is one of the key stages in the continuous education of a teacher. The essence of the problem lies in determining the structure and indicators of professional competence of teachers of pre-professional pedagogical training and developing diagnostic tools based on them. Defining the structure and indicators of professional competence of teachers of pre-professional pedagogical training, the authors propose to rely on understanding the results of the work of teachers of pre-professional training. These results include universal pedagogical competencies formed at different levels of pedagogical education. Therefore, the main groups of indicators of professional compe-tence of teachers of pre-professional pedagogical training identified by the authors are based on the components of universal pedagogical competencies: cognitive, activity and personal. The tool pro-posed by the authors makes it possible to determine the general level of professional competence of a teacher of pre-professional pedagogical training, to identify professional deficits and prospects for professional development. The diagnostic technique is based on a set of self-assessment and testing methods. The article presents the main stages of the development of tools, its characteristics and a description of the results of testing.