Methodological and diagnostic approaches to assessing the professional competence of future Russian language teachers

Abstract

The article examines methodological and diagnostic approaches to assessing the professional competence of future Russian language teachers. Special attention is given to modern diagnostic methods that allow for an objective evaluation of students’ methodological training. The study analyzes assessment tools, criteria, and indicators of methodological competence, as well as practical recommendations for their application in the educational process. The findings can be used to improve the quality of preparation of future Russian language teachers and to optimize pedagogical programs.