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CASE-TEST: INNOVATIVE EVALUATION MEANS OF THE COMPETENCE OF UNDERGRADUATE STUDENTS // Pedagogical Review. 2013. Issue 1 (1). P. 28-32

The article specifies the nature of such concepts as “case-test”, “case-measurements”; it presents the case-test structure variant as the innovative evaluation means of undergraduate students within the competency building approach.

Keywords: competence, case-measurements, case-test structure, expert card

FORMATION OF BACHELORS’ SUBJECTIVE POSITION USING THE CASE METHOD AND MODELS FOR ORGANIZING JOINT ACTIVITIES // Pedagogical Review. 2020. Issue 3 (31). P. 94-100

Self-development and self-organization of the personality are of great importance for the effectiveness of the educational and professional activities of the teacher. The article reveals the possibility of self-development of a bachelor of pedagogical education as the main component of the subject position and subject-subject relations. The interconnection of the key terms: subject, subjectivity, subjective position, subject-subject relations, is characterized. Using diagnostic tools, such as an author’s questionnaire consisting of open and closed questions, the specifics of understanding, the level and reasons for the refusal to demonstrate the subject position by bachelors in the educational process of a pedagogical university are revealed. Processing of the results of the questionnaire was carried out by calculating the average score and content analysis. As a result of the study, it was clarified that many factors influence the manifestation of the students’ subjective position in the process of their study at the university, some of which are the lack of self-organization, self-development skills, the predominant influence of the teacher and the lack of their joint activities. The article shows how, with the help of the case-method, it is possible to build the skill of self-organization of bachelors when organizing joint activities of a teacher and students at a pedagogical university. The substantial similarity of the implementation of the case method with the models of joint activity: authoritarian, leadership, partnership, is indicated. The emphasis is on the fact that, as part of the case method, when organizing joint activities, the main task is to build the subjectivation strategy between the teacher and the students in the process of solving various types of cases that become more complicated for each bachelor’s course. Features of the organization of students’ and teachers’ activities from the reproduction strategy to the strategy of cooperation through the demonstration by subjects of the educational process of their subjective position are presented.

Keywords: self-organization, subject, subjectivity, subjective position, subject-subject relations, case-method, models of joint activity

DESIGNING THE RESULTS OF TRAINING FOR BACHELORS OF PEDAGOGICAL EDUCATION WITH THE USE OF DISTANCE TECHNOLOGIES // Pedagogical Review. 2021. Issue 4 (38). P. 170-176

The article deals with the formation of universal competencies among the bachelors of pedagogical education (critical thinking, cooperation, communication, creativity, computer literacy). In the context of the modern transformation of education, the formed universal competencies will allow young professionals to be adaptive, mobile, corresponding to the challenges of modern society, and will help to organize their professional activities taking into account the characteristics of generation Z. A distinctive feature of the representatives of this generation in educational activities is the rapid finding of information on the Internet while simultaneously performing several tasks, the ability to assimilate large amounts of information grouped by a specific topic, multimedia, joint (group) decision-making, etc. An approach to the design of the educational process based on the technology of «reverse design», SMART-form (smart planning: concrete, measurable, achievable, coordination, time) and B. Bloom’s taxonomy is presented. The requirements for the formulation of learning outcomes, which should be measurable and motivating for learning, are outlined; the assessment activity should allow the student to confirm the achievement of the planned result; learning outcomes should be correlated with each other and correlated with the context of the discipline; the achievement of the planned result should be carried out in a specific time interval (during the period of studying the discipline). The author describes his own experience in designing of education outcomes for the academic discipline «Extracurricular activities in elementary school» for bachelors of pedagogical education. The design has the following algorithm: formulating of education outcomes in the discipline, decomposition of education outcomes in the discipline into education outcomes by module, development of assessment activities, determining the type of activity (microlearning, differentiated learning, agile-technology, inverted class, group work, mutual commenting), selection of Internet tools and services (Google-table, Mentimeter constructor, socrative.com, canva.com platform). The presented pedagogical experience can be used in the design of education outcomes in all disciplines, in order to form universal competencies for bachelors of pedagogical education.

Keywords: design, education outcomes, bachelors of teacher education, universal competencies, generation Z, digitalization, extracurricular activities, reverse design technology, B. Bloom’s taxonomy