Pedagogical task as a diagnostic tool for professional-value orientations of future educators

The article is devoted to the analysis of diagnostic capabilities of pedagogical tasks in assessing the level of formation of professional and value attitudes of future teachers. These attitudes are considered as an integrative system that includes values, beliefs, emotional involvement, readiness for action and reflexivity. The study compares the results of two diagnostic approaches, one of which involves the use of a set of psychological and pedagogical methods, and the other - a set of pedagogical tasks. It has been established that pedagogical tasks allow us to record real manifestations of the formation of professional and value attitudes in specific professional situations and get a more objective picture of the diagnosed characteristic.