The Use of Case-Method in Professional Training of Future Teachers

У статті розглядаються особливості використання кейс-методу в професійній підготовці майбутніх педагогів. Визначено зміст поняття професійної підготовки, сутність контексного навчання як форми активного навчання, зорієнтованого на професійну підготовку в умовах квазіпрофесійної діяльності. Проаналізовано різні підходи до класифікації педагогічних ситуацій, які можуть використовуватися у професійній підготовці майбутніх педагогів. Доведена ефективність методу конкретних ситуацій для формування професійних умінь майбутніх педагогів, виховання стійкого інтересу до педагогічної діяльності, посилення мотивації навчання, розвитку їх творчих здібностей і потреби в самоосвіті.Formation of the teacher of a new type – conceiving, initiative, comprehensively informed, capable to use modern educational technologies – can be successful if future a expert who is already in the course of study will be put in the conditions which are brought closer to his professional activity. Today, according to the definitions of scientists (A. Verbitsky, V. Zagvyazinsky, M. Levina, O. Pekhota, O. Savchenko, S. Smirnov, D. Chernilevsky), the main objective of education consists in formation in students of ability to vigorous activity, his including to creative professional activity. In this regard special value gets the process of the choice of methods of study among which the important place is taken by methods of interactive study which are based on situations of professional activity. The case method (the analysis of concrete situations) at the heart of which, – studying, the analysis and decision-making, in a situation which has resulted from certain events, real situations is one of them. The organization of cognitive activity of students constructed on the analysis of concrete situations of the future professional activity is one of the most active forms of occupation. The solution of pedagogical tasks, the analysis of concrete situations, is considered as an active method of study which gives the chance as much as possible to bring students closer to real pedagogical activity. The value of these methods is that they give the chance to reproduce a context of a concrete situation of professional activity in an educational situation. Contextual study, by A. Verbitsky, is the form of active study oriented at vocational training which is realized by gradual use of a professional context, saturation of educational process, elements of professional activity. In the article different approaches to classification of pedagogical situations which can be used in vocational training of future teachers are analyzed. The use of the following situations is the most effective, in our opinion: micro situations, situations-illustrations, situations-problems, pedagogical tasks as they give the chance to develop pedagogical thinking and oral broadcasting of future teachers, to learn to see in the concrete phenomenon its general pedagogical essence, a problem which needs the decision, to consider it and to provide logically reasonable, clear and accurate expression of the solution of this situation