Background: Diagnostic competence — the ability to systematically assess, interpret, and respond to student learning needs — has become a defining element of effective teaching in modern educational systems. Despite growing theoretical attention, the pedagogical preparation of future teachers in the domain of diagnostic readiness remains fragmented in many post-Soviet contexts.

Objective: This article presents a comparative analysis of diagnostic readiness training in teacher education programs in the United States, Germany, and Finland, and examines the feasibility of adapting effective international models to the educational context of Uzbekistan.

Methods: A systematic comparative analysis of curricular documents, national teacher education standards, peer-reviewed literature, and OECD/TALIS reports from three countries was conducted. Content analysis and structured comparison matrices were employed.

Results: Findings reveal three distinct models: the USA employs a standardized, outcomes-based model anchored in frameworks such as InTASC and edTPA; Germany adopts a theoretically grounded dual-phase system integrating university study with intensive school-based Referendariat; Finland prioritizes reflective, research-oriented teacher formation with high clinical autonomy. All three systems embed diagnostic readiness as a core competency.

Conclusions: Based on the comparative synthesis, a contextually adapted framework for Uzbekistan is proposed, recommending integration of research-based diagnostic modules, structured clinical practice, and reflective portfolio assessment into teacher preparation curricula.

diagnostic competence, teacher education, comparative pedagogy, USA, Germany, Finland, Uzbekistan, reflective practice, clinical training

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