Student self-determination is the goal of modern education. In modern science, it is believed that only on the basis of personal and social self-determination can subject-specific and professional self-determination be formed. Therefore, the main task of modern schools' teaching staff is to support student self-determination, starting with the timely identification of existing problems. The main tool for studying the current state of student self-determination is pedagogical diagnostics. The study describes the current situation, where there is a tendency for modern schools' teaching staff to lack collaboration in diagnostic processes. The research problem was to answer the question of how to make the diagnostic work of teachers working with a specific child who has difficulties in self-determination as early and consistent as possible with the rest of the school. The problematic issue of the study was to answer the question of how to make the diagnostic work of teachers working with a specific child who has difficulties in self-determination as early as possible and coordinated with other participants in the educational process. To solve this problem, the concept of joint diagnostic activities by school teachers was proposed. The essence of this concept is to combine the efforts of teachers to collect data on each specific case, which helps to build subsequent corrective joint work with a given student or class. The article provides a description of two leading problems identified in the application of pedagogical diagnostics in the educational process of modern schools, which are metaphorically referred to as the problems of «diagnostic greed» and «diagnostic isolation.» The article proposes methods for in-house training of teachers that allow for a comprehensive and prompt response to changes in the conditions and qualifications of teachers. As possible ways to solve this problem, the article proposes means for combining the efforts of teachers, from the single inclusion of joint diagnostic activities to the implementation of a special in-school diagnostic center for formative diagnostics, which unites the efforts of all participants in the educational process in the field of pedagogical diagnostics and student support. The article analyzes the main advantages of using joint diagnostic activities for both students and teachers, which have been identified through the work of this center.
Irina Gutnik (Fri,) studied this question.