COMMUNICATIVE-COGNITIVE CASES AS A MEANS OF FORMING PROFESSIONAL COMPETENCE OF A FUTURE TEACHER

Abstract

In the context of dynamic processes occurring in Kazakhstan, the current stage of development of society is characterized by a change in educational paradigms, a transition to new pedagogical technologies focused on variability, subjectivity, creative individuality, and the personal potential of specialists who are maximally ready for practical activities, able to quickly engage in innovative processes and adjust your professional activities.

The article reveals the essence of one of the innovative forms of effective teaching technologies using communicative and cognitive cases, notes the advantages of using this technology in the formation of professional competence of future teachers, reveals the didactic capabilities of the innovative teaching method, and presents the technology of its application in the pedagogical process.

The authors suggest that communicative-cognitive cases, i.e. cases containing target, motivational, communicative, meaningful, procedural, and effective components can become one of the effective means of developing professional competence in students.

The essence of the process of professional training of future teachers is the modeling of the system of subject-subject relations, the creation of conditions for the active participation of students in communication and interaction, for the development of their professional competence and the accumulation of initial practical experience.

The use of this technology in the process of vocational education creates conditions for enhancing the cognitive activity of future teachers, developing research and professional skills (skills of independent work; orientation in non-standard situations that arise in the process of work; choosing effective methods of action in changing conditions, etc.). By working on solving or creating a case, students develop educational and professional independence, that is, the ability to independently master a profession both during the period of study and after its completion.

Examples of various approaches to understanding the case method are given, research experience is described, and the main stages of working with communicative-cognitive cases in the process of organizing the educational process are highlighted. The research material presented in the article shows what problems arise when creating cases and what possible ways to solve them.