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The article is devoted to the theoretical analysis of the conceptual bases of the issue of diagnostics of professional and pedagogical competences of future teachers of professional education. The urgency of the issue of diagnosing the levels of formation of key competencies in future teachers of vocational education in the context of the new standard of higher education was substantiated, the analysis of scientific researches on the issue was carried out. Based on the data of scientific publications, the article analyzes the concepts of “competence” and “competence”; the essence of the concepts of “competence” and “competence approach” were defined. The regularities of functioning of the system of higher education have been analyzed, the issue of criteria of definition of pedagogical competences was considered. In the context of formation of professional competence of the future teacher of vocational education, its components were defined; professional and pedagogical competencies listed among the program learning outcomes according to the new standard of higher education were scattered. The essence of formation of professional and pedagogical competence in the process of educational and cognitive activity according to the new standard of higher education is revealed. The content of assessment competence, the essence of assessment skills of a teacher of vocational education were analyzed, the specifics of modular training were revealed. The necessity of development of new diagnostic tools for assessment of competencies of future specialists, teachers of vocational education was substantiated. Substantiation and development of diagnostic tools for assessing the competencies of future professionals, teachers of vocational education, will allow to identify appropriate transformations, to predict the positive and negative trends that occur in them.

МЕТOДOЛOГІЯ ДІАГНOСТИКИ ПРOФЕСІЙНO-ПЕДАГOГІЧНИХ КOМПЕТЕНТНOСТЕЙ МАЙБУТНІХ ПЕДАГOГІВ ПРOФЕСІЙНOЇ OСВІТИ У КОНТЕКСТІ НOВOГO СТАНДАРТУ ВИЩOЇ OСВІТИ