Introduction. Theoretical and practical aspects of applying case methods have been considered for the first time as tools for developing terminological competence of students mastering educational programs in the field of pedagogics. The aim of the study is to determine scientific basis for choosing and applying cases while studying specifics of development of terminological competence in the field of didactics, and assessment of their efficiency at different levels of professional training of a teacher . Materials and methods. The study is based on the analysis of solution of pedagogical cases. The data were processed using mathematical statistics methods. The sample included 860 persons, among them students currently undergoing vocational training and those receiving higher education, teachers of secondary schools and institutions of secondary vocational pedagogical education. Results. The findings of the study indicate that object-cognitive, professional-speech and reflective-evaluation cases provide for efficient use of the case method in evaluation of the level of formedness of terminological competence. Empirical verification of the cases allowed to identify differences in the extent to which terminological competence of future teachers is formed at different stages of professional training, and the significance of object-cognitive component in ensuring that professional terminology is duly mastered. The effectiveness of completion of different case types was evaluated. This study expanded our understanding of principles of selection and structuring of case tasks to evaluate and improve development of future teachers' terminological competence in the course of learning theoretical basics of modern teaching. The research results provide a better understanding of case methods in pedagogical education. Discussion and conclusion. The case method is an important issue for future research. A further study of the other subject fields in professional pedagogical training with special focus on the level of terminological competence of educators in secondary and vocational schools is suggested. Practical significance of this article lies in the prospect of uncovering potential capabilities of the case method for diagnostic and didactic purposes in universities.
|Журнал||Integration of Education|
|Состояние||Опубликовано - 2018|
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