Pedagogical diagnostics as a factor of improving the teaching and upbringing process in vocational education

The relevance of the study is due to the increasing importance of pedagogical diagnostics for the transition of the management of the educational process in a professional educational institution to a qualitatively new level, as well as the need for the formation of diagnostic competence among students of pedagogical universities. The peculiarities of pedagogical diagnostics and its difference from pedagogical control and evaluation of students' level of training are revealed. Attention is drawn to the sources of the diagnostic approach in the domestic education and the peculiarities of its implementation in professional educational institutions. The authors give a broad survey of studies that reflect the problem of pedagogical diagnostics in the domestic science. Various approaches to understanding the essence of diagnostic activity and its place in the educational process are considered. The opinions of the researchers are given. Attention is paid to the conditionality of the effectiveness of diagnostic activity by professionally important personal qualities, in particular, diagnostic abilities and skills. Attention is paid to the meaning, essence and content of diagnostic skills and their role in the formation of the professional psychological and pedagogical competence of the teacher. The list of actions underlying the formation of diagnostic skills is given.