In the didactics of higher education, the issue of professional thinking development (so-called
pedagogical thinking) for students majoring in pedagogics remains insufficiently studied. At the
same time, pedagogical thinking, and the methods of its development and diagnostics can provide
clear guidelines for teaching individualization and correction mechanisms. These methods should
focus on fostering the professional qualities for future teachers.
The purpose of the article is to describe the proprietary technology for diagnosing the level of students’
pedagogical thinking - future preschool teachers - using the group expert assessment method.
Research methods and techniques. The study was carried out through a competency-based approach,
which coordinates the competence-oriented goals of future teachers’ professional training with the
level of their pedagogical thinking. The method of the group expert assessment was used to justify
the structure, content, and students' pedagogical thinking levels. We involved qualified university
instructors and pre-school teachers as experts.
Findings. We determined the basic structure of pedagogical thinking and its development levels for
these students. This helped to define the choice of teaching aids and targeted assistance to students
within individual educational pathways. The article shows the interrelation of components and
interdependence of the pedagogical thinking for students with the structural components of the
professional and pedagogical competence for a bachelor degree student.
The novelty of the research. The authors propose a methodology for diagnosing the development
level of students’ pedagogical thinking which is coordinated with the competence-oriented goals
of their professional training. The federal-state educational standard of higher education and the
Professional standard “Teacher (pedagogical activity in the field of preschool, primary, basic and
secondary education)” determines the content of these goals.
Practical significance. The findings of the research can be applied by administrative authorities and
university instructors for planning individual educational pathways of undergraduate students, as
well as of post-graduate students studying the current issues of preschool education.