DIAGNOSTIC AND CORRECTIONAL APPROACHES IN THE PROJECT-BASED DEVELOPMENTAL AND EDUCATIONAL PROCESS OF VOCATIONAL TRAINING
Abstract
The article substantiates the necessity of implementing the project-development paradigm as a methodological basis for psychological and pedagogical support of professional development in the vocational education system. The integration of diagnostic, informational, educational, advisory, corrective, and organizational-pedagogical functions ensures systematic support aimed at developing students' professional competence and their comprehensive personal development.
References
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