Diagnostics of professionally important qualities as a basis for self-determination of future teachers

The article examines the current problem of professional self-determination of future teachers in the context of implementing modern educational standards and the requirements of the professional core of higher pedagogical education as a key factor in their successful professional training. Professional self-determination is regarded as a fundamental condition for the development of subjectivity, enabling the individual to make choices between personal capabilities and social demands. The necessity of integrating diagnostic and practice-oriented tasks into the educational process to form the value-semantic foundations of the profession and develop career-guidance significant competencies is substantiated. The paper presents the results of an empirical study conducted at Novosibirsk State Pedagogical University involving 51 students of pedagogical specialties. Using the example of Technological practice (Psychological foundations of professional activity), the effectiveness of applying diagnostic tools to assess the dynamics of students' professionally important qualities is demonstrated. The results of the empirical study confirm statistically significant changes in the level of development of empathic, communicative, and organizational abilities of future teachers after completing the practice. It is concluded that the use of professionally oriented tasks contributes not only to the development of specific competencies but also to the formation of professional identity, ensuring the continuity of the self-determination process.