The study looks in the development of diagnostic competence of foreign language teachers of the higher military educational establishments, which stipulates the implementation of pedagogical conditions. The essence of diagnostic competence of foreign language teachers of the higher military educational establishments has been defined as an integral system of diagnostic qualification, intellectual, activity and agent abilities, professional, personal and psychological readiness to carry out his/her diagnostic function by creatively following the pedagogical principles and implementing modern techniques, methods, technologies and tools of pedagogical diagnostics into the pedagogical activity. This allows a teacher to precisely estimate officers' foreign language communicative competence levels in accordance with the requirements of the modern higher military education, which could be crucial for their effective fulfillment of tasks of international military cooperation and missions abroad. The structure, main components (value-motivational, cognitive, operational-activity and reflexive-correctional) and content of the diagnostic competence of foreign language teachers have been described. The development of diagnostic competence of foreign language teachers of the higher military educational establishments is substantiated as a specially organized pedagogical process, which is carried out on the basis of the use of appropriately selected forms, methods, techniques, technologies and means of study in the information society in the system of postgraduate education. This set is realized in pedagogical conditions that form a system, since the implementation of one condition is a prerequisite for the implementation of another. The following pedagogical conditions for the development of foreign language teachers' diagnostic competence have been determined and substantiated: pedagogical modelling of their diagnostic competence development; availability of integral assessment technology of officers' foreign language communicative competence levels as a methodical basis for its development; usage of objective criteria, descriptors and levels to measure teachers' diagnostic competence development. These conditions have helped overcome the gap between the gained professional training of foreign language teachers at the pedagogical educational establishments and the actual requirements of science, technology, economy, society and the Armed Forces of Ukraine. There has been designed a model of diagnostic competence development of foreign language teachers of the higher military educational establishments that includes four blocks: purpose-oriented, content-based, technological, diagnostic-resultative ones. The designed model provides continuity, consistency and stability of development of diagnostic competence of foreign language teachers. The integral assessment technology of officers' foreign language communicative competence levels is based on the application of contemporary methods of mathematical statistics of the experts' esteems processing with the help of relevant information and communications technologies and artificial neural network. This technology contributes to the accuracy and reliability of the integrated esteem of the of officers' foreign language communicative competence levels up to 9,1 %. The technology envisages the systematic application of methods of mathematical statistics and information and communications technologies for assessing the development of officers' foreign language communicative competence, at the same time this technology serves as a modern methodological basis for the development of diagnostic competence of foreign language teachers. The methodological guidelines are available for the implementation of procedure of diagnostic competence development of foreign language teachers of the higher military educational establishments that is aimed at development of their diagnostic knowledge, skills and abilities to use the integral assessment technology of officers' foreign language communicative competence levels in the context of their professional development. The procedure of diagnostic competence development of foreign language teachers is based on a set of principles, methods, forms, facilities and is realized in three following stages: informative, tool-reproducing and activity-adaptive ones. The procedure includes corporate study, trainings, tutorials and self-instruction. There have been set such criteria (value-motivated, content-organizational, praxiological and result-corrective) and levels (basic, professionally-functional, creative-professional) of foreign language teachers' diagnostic competence development. The cumulative results of a formative stage of the experimental verification have shown that the implementation of the pedagogical conditions has been productive and resulted in significant increase (up to 70,1 %) of foreign language teachers' diagnostic competence levels. Key words: pedagogical conditions, diagnostic competence of foreign language teachers' of higher military educational establishments, officers' foreign language communicative competence, technique, technology, pedagogical modelling, methods of mathematical statistics, artificial neural network, experts' esteem, information and communications technologies, criteria.
