DEVELOPMENT OF REFLECTION AS A PART OF PEDAGOGICAL COMPETENCE OF STUDENTS BY MEANS OF CASE-METHOD AND CASE-STUDY

The article is addressed to people who are interested in the problems of professional education. This article describes productive author’s experience of using case-method and case studies to develop reflection of students proceeding Bachelors’ degree in social pedagogy as a component of pedagogical competence when mastering “Reflexive activities of a teacher”. The author adheres to an opinion that mastering discipline in junior courses promote: to improve their pedagogical culture; to develop their ability to predict, to assess the “ideal” and the real results of their activity and the actions of other people; to study and comprehend their personal resource; to overtake the techniques of passing their personal and emotional state. The article presents: the criteria of development of reflection as a part of the pedagogical competence; determine the usefulness of case-method and case studies to develop students’ reflection skills; the distinctive features of case-method of case studies, the principles and variants for their using within the lectures and research practice. For developing skills of reflection by means of case method the author describes the following sequence of teacher’s work: - students’ solving problems (particular situation) (using classical technology and special type of situation analysis) to reveal if students know the term ‘reflection’; - students’ familiarization with the rules of organization how to work using case-method within the lecture (principles and rules of dispute to solve a problem; types of situation analysis - a comprehensive analysis, specialized analysis, the analysis of “survival”, the integrated analysis); - presentation to students the rating system as a way of estimating their activities at the lesson with the case method usage. The sequence of teacher’s work with using case study in order to shape their reflective skills is as follows: - an opinion poll is conducted in regular small groups of students on the current topic as provided by requirements to its organization; - writing reflexive cases during educational research practices, - review of the results of practice in order to find out students’ personal attitudes to their activity. The author concludes that the alternate of case method and case study helps to develop reflective skills of students of junior courses.

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