This article is devoted to the diagnosis of the readiness of future teachers of the Russian language for the aesthetic education of schoolchildren. The results of the diagnostic study are presented: the components of readiness (personal, cognitive, activity), their criteria and indicators are described, diagrams are given by the levels of formation of these components, typological groups are identified, explanations are given on the main directions of effective preparation of various typological groups of future teachers of the Russian language for the aesthetic education of schoolchildren.
diagnostics, future teacher of the Russian language, readiness for aesthetic education, components of readiness, typological groups
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