STUDYING THE METHODOLOGY FOR DEVELOPING DIAGNOSTIC THINKING IN PRIMARY SCHOOL TEACHERS
Keywords:
Diagnostic thinking, primary education, teacher competence, formative assessment, pedagogical diagnosis, analytical skills, learning difficulties, individualized instruction, reflective practice, teaching methodology.Abstract
The research titled “Studying the Methodology for Developing Diagnostic Thinking in Primary School Teachers” focuses on identifying effective approaches to enhance teachers’ abilities to assess, analyze, and interpret pupils’ learning processes. Diagnostic thinking is considered a crucial professional competence that enables teachers to detect learning difficulties, determine their causes, and select appropriate pedagogical strategies.
The study examines modern methodological tools such as formative assessment techniques, pedagogical observation, learning analytics, reflective practices, and problem-based learning activities that contribute to the development of diagnostic thinking. It also highlights the importance of systematic teacher training, practical workshops, micro-teaching, and case analysis in strengthening analytical and decision-making skills. The results emphasize that improving diagnostic thinking in primary school teachers increases the effectiveness of instruction, supports individualized learning, and enhances overall educational quality.
