Formation and Diagnosis of Future Teachers' Competences Based on the Case Method

Abstract

The competence format of the federal state educational standards of higher education implies not only a new design of training results in the form of a system of universal, general professional and professional competencies, but also the introduction of active and interactive learning technologies and assessment of the level of their formation and development at all stages of mastering the basic professional educational program in higher education. The aim of the study is to substantiate the possibility of formation and diagnostics of universal, general professional and professional competencies of students - future teachers on the basis of case method. Competence, activity, system and qualimetric approaches were defined as methodological bases of the research. By the method of group expert evaluations, the structure and criteria for assessing the quality of the case method as a means of forming and diagnosing integrative learning outcomes of future teachers of preschool organizations were determined. In the process of research the structure of case method of modern pedagogical university was substantiated. The criteria for assessing the quality of the case method, which allow objectifying the procedures of diagnosing the competencies of future teachers, were established by the expert method. Thus, cognitive criterion, multifunctional criterion, profile criterion, latent criterion, and integrative criterion are presented. The materials of the study can be useful to the administration and teaching staff of universities for the formation and diagnosis of universal, general professional and professional competencies of students - future teachers of preschool organizations, as well as within the framework of their individual educational trajectories.