Pedagogical diagnostics in the system of continuing professional education of teachers

The article is analyzed the approaches to the pedagogical diagnostics definition in the contemporary psychopedagogical literature; there are presented the results of the diagnostic study of teachers, conducted within the frameworks of experimental work; as well as the value of diagnostics for continuing professional education of teachers is grounded. The author are represented the results of experimental work, aimed at conducting pedagogical diagnostics in the system of additional professional education of teachers. The diagnostic results showed that the most of respondents note the urgency of the issue of teaching in classrooms, to which the Russian language is not native for a part of trainees and where the children with disabilities in health get education. The diagnostic results supported the including of special seminars and practical exercises in course training, designed for the development of methodological competence in the above areas.