DIAGNOSTIC AND CORRECTIONAL TECHNOLOGIES IN THE PROJECT-BASED DEVELOPMENTAL EDUCATIONAL PROCESS OF VOCATIONAL TRAINING

Abstract

This article substantiates the need to introduce a project-based developmental paradigm as the methodological foundation for the psychological and pedagogical support of an individual's professional maturation within the vocational education system. The primary support functions are examined, including diagnostic, informational, educational, advisory, correctional, and organizational-psychological-pedagogical. A modular model for developing students' individual characteristics is also proposed, which considers neurodynamic, psychophysiological, intellectual, and socio-psychological indicators. Special emphasis is placed on the preventive nature of correctional work, the importance of training aimed at developing adaptation, self-regulation, and creative potential, and the role of an interdisciplinary team of specialists in ensuring students' social adaptation and comprehensive development. The article argues that a priority task is to develop the substantive components of psychological and pedagogical support for all stages of vocational education within a competency-based framework. This is crucial for equipping future specialists with the ability to independently resolve professional and personal issues and for effectively implementing project-based developmental practices in the educational environment.