METHODOLOGICAL APPROACHES TO THE DIAGNOSIS OF THE PSYCHOLOGICAL AND PEDAGOGICAL POTENTIAL OF PRIMARY SCHOOL TEACHERS

The article substantiates methodological approaches to the diagnosis of the psychological and pedagogical potential of primary school teachers. As a result of the research, the author states that modern teachers, for a number of objective and subjective reasons, do not fully realize their psychological and pedagogical potential, which may adversely affect their professional activities and the training and upbringing of junior high school students. Before forming and developing certain psychological and pedagogical properties, it is necessary to conduct a psychodiagnostic aimed at revealing the presence or absence of specific components of pedagogical skill. To do this, it is necessary to choose methodological tools that would allow conducting research qualitatively and thoroughly. One of the ways to create such psychodiagnostics is the use of methods for determining existing and used in pedagogical practice psychological and pedagogical qualities and properties under the indispensable condition of their modification for the necessary tasks, that is, when changing the instructions, the content series and evaluation criteria. The real and potential are the same qualities and properties, only the real ones have already been formed and developed, and the potential ones may be absent in the professional personality of the teacher or not fully present and not used in work, they need to be formed and improved. The author does not aim to analyze and interpret specific techniques, the article considers a general approach to the process of diagnosing the psychological and pedagogical potential of a primary school teacher.

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