Case method in quasi-professional training of prospective teachers

Abstract

In the study, the technology of work with cases in quasi-professional training of prospective teachers was designed and the results of academic progress were monitored. The designed technology of work on cases was based on the principles of the competent education. The diagnostic methods were chosen in accordance with the goals of the study experiment that allowed monitoring the dynamics of the researched qualities. The expert evaluation was based on the developed scale of 10 in accordance with the cognitive levels: knowledge, understanding, application, analysis, synthesis and evaluation. The experiment has proved that forming and control the competencies with the help of designed technology are more productive that allows making a conclusion about its productivity as well as the effectiveness of created pedagogical conditions. The technology of work with cases in quasi-professional training of prospective teachers includes methods and forms of studying, the description of students’ and teacher’s activity, and has the following components: a target, tasks, the organizational and pedagogical conditions, the informative component, the diagnostics and control, the structure of interaction, the technological component, and the effectiveness. The realization of case technology can be presented at three stages: the preparatory stage, the executive stage, the reflexive stages, which are described by the target, methods and forms, the students’ activity, forming competencies, the teacher’s activity, and control of results. The experimental study of implementing technology of using the case method in the educational process was conducted on the basis of Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University among pre-service teachers (96 participants) during two semesters while studying the course of Pedagogics.

Formation of Adolescents’ Social Competence in Educational Institution Environment

“…does not change the cases' creation and structure. They should have: a plot, participants (their roles), a problem (and its features), a task (made / missed decisions), a question and a task to the case (Dmitrenko et al, 2022b).…”

A Turning Point for Novice Educators of BS Education During Teaching Practice Activity by University of Narowal

“…Teacher training programs often include a crucial component known as 'teaching practice,' which involves students gaining practical experience in their chosen field (Dmitrenko et al, 2023). During this period, students work within the education industry to receive specialized training that allows them to apply the theoretical knowledge they've acquired.…”

Формування Відповідального Ставлення До Системи Педагогічних Цінностей У Майбутніх Учителів

“…На заняттях з педагогіки активно використовувалися ділові ігри, метою яких стало розв'язання різних педагогічних завдань. Учасники гри виконували певні ролі: ведучий (викладач або студент), лідери (доповідачі, які представляли різні думки), фахівець (викладач кафедри педагогіки), асистенти (помічники лідерів), провокатори (студенти, які ставили провокаційні запитання, вказували на негативні факти або явища дискусійної проблеми), реєстратори (учасники гри, що записували хід дискусії) і експерти (студенти, які давали об'єктивну оцінку доповідям, обговоренням або рішенням) [11].…”