Universities in charge of training foreign language teachers have the responsibilities to guarantee and improve their preparation. In doing so, it is still evident that within Hispanic speaking environments, foreign language contexts require much attention. Hence, the pedagogical diagnosis allows describing, analyzing, interpreting, and comprehending the educative reality of future foreign language teachers, to design strategies for educative intervention. These strategies may facilitate personalized attention for enhancing self-learning and developing linguo-professional potentialities from classroom diversity. This paper has the aim of revealing the importance of pedagogical diagnosis for personal implication of the future foreign language teacher, his conscious responsibility in self-learning, as an active transformer of the reality. For the accomplishment of this task, several scientific methods such as analysis-synthesis, induction-deduction and hermeneutic were used. Las universidades encargadas de la formación de profesores de lenguas extranjeras tienen la responsabilidad de garantizar y mejorar su preparación. Para ello, sigue siendo evidente que, en los entornos hispanohablantes, los contextos de las lenguas extranjeras requieren mucha atención. Por ello, el diagnóstico pedagógico permite describir, analizar, interpretar y comprender la realidad educativa de los futuros profesores de lenguas extranjeras, para diseñar estrategias de intervención educativa. Estas estrategias pueden facilitar la atención personalizada para potenciar el autoaprendizaje y desarrollar las potencialidades lingüísticas-profesionales desde la diversidad del aula. Este trabajo tiene como objetivo revelar la importancia del diagnóstico pedagógico para la implicación personal del futuro profesor de lenguas extranjeras, su responsabilidad consciente en el autoaprendizaje, como transformador activo de la realidad. Para la realización de esta tarea se utilizaron varios métodos científicos como el análisis-síntesis, la inducción-deducción y la hermenéutica.
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