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CRITERIA-BASED METHODOLOGY AND DIAGNOSTIC INSTRUMENTS FOR ASSESSING AND DEVELOPING COMMUNICATIVE COMPETENCE IN PROSPECTIVE TEACHERS

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dc.contributor.authorJamila Ishkobilova
dc.date.accessioned2025-12-29T09:32:24Z
dc.date.issued2025-11-27
dc.description.abstractThe article examines a contemporary criteria-based methodology and diagnostic instruments for assessing and developing communicative competence in prospective teachers. Through tools such as structured pedagogical imitation, communicative stress-testing, digital discourse analysis, and personal trajectory portfolios, the linguistic, pragmatic, intercultural, and strategic layers of competence are precisely measured and purposefully developed. This approach ensures transparency, objectivity, and a developmental orientation in assessment.
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dc.identifier.urihttps://americanjournal.org/index.php/ajper/article/view/3178
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/16101
dc.language.isoeng
dc.publisherAmerican Journals
dc.relationhttps://americanjournal.org/index.php/ajper/article/view/3178/3032
dc.rightshttps://creativecommons.org/licenses/by-nc/4.0
dc.sourceAmerican Journal of Pedagogical and Educational Research; Vol. 42 (2025); 33-37
dc.source2832-9791
dc.subjectCommunicative competence, criteria-based assessment, diagnostic instruments, pedagogical imitation, stress-test, intercultural sensitivity, personal trajectory
dc.titleCRITERIA-BASED METHODOLOGY AND DIAGNOSTIC INSTRUMENTS FOR ASSESSING AND DEVELOPING COMMUNICATIVE COMPETENCE IN PROSPECTIVE TEACHERS
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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