The article reveals the methodology for realization of training future teachers of Technology and Drawing to pedagogical diagnostics of education quality. Based upon the analysis of psychological and pedagogical literature on this issue the components and indicators characterizing the level of using pedagogical diagnostics as a means of improving the quality of education were selected and grounded. The analysis of today's state of the organization of pedagogical diagnostics as a means of improving the quality of education when mastering pedagogical and professional disciplines stimulated the objectivation of the main problems in the system of pedagogical diagnostics: 1) insufficient pedagogical orientation of the control system of future teachers' training, which does not motivate their cognitive activity or form their stable inner motives to study pedagogical disciplines and abilities to use pedagogical knowledge in future work; 2) limited use of informational and communicative technologies in the control of training future teachers, which is contradictory to new tendencies of contemporary education development; 3) lack of students' awareness concerning diverse methods of pedagogical diagnostics, which reduces the motivation to improvement of education quality. The results of documentary experiment and the problems fixed in the organization of pedagogical diagnostics when training future teachers make actual further investigation of the system of diagnostic control and various methods of pedagogical diagnostics on the stage of formative experiment. Formative stage of the experiment on training future Technology teachers included the following stages: preparatory and orienting, project and technical, constructive and organizational, organizational and executive. Pedagogical diagnosis should be carries out objectively, systematically, demonstrably, in the logical accordance, as the education at higher educational institution. Pedagogical diagnostics obtains qualitatively new significance for the participants of educational process, being not as a means of compulsive training and tight control of administrative personnel and teachers over students, but as a means of students' rational and impersonal determining their rating, means of their own stimulation to studying.
