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DOI: 10.15507/1991-9468.093.022.201804.728-749
Case Method as a Tool for Evaluation and Development of Terminological Competence of Future Teachers
Nina V. Bordovskaia
Head of Chair of Education Psychology and Pedagogy, Saint Petersburg University (7-9 Universitetskaya Emb., St. Petersburg 199034, Russia), Member of the Russian Academy of Education, Dr.Sci. (Pedagogy), Professor, ORCID: https://orcid.org/0000-0003-4425-6326, Researcher ID: F-8504-2015, This email address is being protected from spambots. You need JavaScript enabled to view it.
Elena A. Koshkina
Professor of Chair of Pedagogy, Northern (Arctic) Federal University named after M. V. Lomonosov (17 Severnoy Dviny Emb., Arkhangelsk 163002, Russia), Dr.Sci. (Pedagogy), Associate Professor, ORCID: https://orcid.org/0000-0003-1590-1752, Researcher ID: S-5627-2016, This email address is being protected from spambots. You need JavaScript enabled to view it.
Marina A. Tikhomirova
Senior Lecturer of Chair of Education Psychology and Pedagogy, Saint Petersburg University (7-9 Universitetskaya Emb., St. Petersburg 199034, Russia), Ph.D. (Psychology), ORCID: https://orcid.org/0000-0001-5940-8367, Researcher ID: E-4940-2018, This email address is being protected from spambots. You need JavaScript enabled to view it.
Natalia Bochkina
Lecturer in Statistics, School of Mathematics, University of Edinburgh (Peter Guthrie Tait Road, Edinburgh EH 9 3FD, United Kingdom), Ph.D. (Statistics), ORCID: http://orcid.org/0000-0002-4773-4584, Researcher ID: E-3660-2018, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction. Theoretical and practical aspects of applying case methods have been considered for the first time as tools for developing terminological competence of students mastering educational programs in the field of pedagogics. The aim of the study is to determine scientific basis for choosing and applying cases while studying specifics of development of terminological competence in the field of didactics, and assessment of their efficiency at different levels of professional training of a teacher .
Materials and methods. The study is based on the analysis of solution of pedagogical cases. The data were processed using mathematical statistics methods. The sample included 860 persons, among them students currently undergoing vocational training and those receiving higher education, teachers of secondary schools and institutions of secondary vocational pedagogical education.
Results. The findings of the study indicate that object-cognitive, professional-speech and reflective-evaluation cases provide for efficient use of the case method in evaluation of the level of formedness of terminological competence. Empirical verification of the cases allowed to identify differences in the extent to which terminological competence of future teachers is formed at different stages of professional training, and the significance of object-cognitive component in ensuring that professional terminology is duly mastered. The effectiveness of completion of different case types was evaluated. This study expanded our understanding of principles of selection and structuring of case tasks to evaluate and improve development of future teachers’ terminological competence in the course of learning theoretical basics of modern teaching. The research results provide a better understanding of case methods in pedagogical education.
Discussion and conclusion. The case method is an important issue for future research. A further study of the other subject fields in professional pedagogical training with special focus on the level of terminological competence of educators in secondary and vocational schools is suggested. Practical significance of this article lies in the prospect of uncovering potential capabilities of the case method for diagnostic and didactic purposes in universities.
Keywords: future teacher, terminological competence, didactic term, terminology, case method, case typology
Acknowledgements. The study was conducted with financial support from the Russian Foundation for Basic Research (Project No. 16-06-00486).
For citation: Bordovskaia N.V., Koshkina E.A., Tikhomirova M.A., Bochkina N. Case Method as a Tool for Evaluation and Development of Terminological Competence of Future Teachers. Integratsiya obrazovaniya = Integration of Education. 2018; 22(4):728-749. DOI: 10.15507/1991-9468.093.022.201804.728-749
Contribution of the authors:
Nina V. Bordovskaia – theoretical analysis of relevant literature; study design; critical analysis of results; drawing the conclusions; writing the abstract.
Elena A. Koshkina – theoretical analysis of literature; development of research tools; collection and primary systematization of data; qualitative analysis of result s; construction of tables and diagrams.
Marina A. Tikhomirova – collection and primary systematization of data, preparation of empirical results for statistical processing; quantitative analysis of results.
Natalia Bochkina – statistical processing of results; primary interpreta tion of statistical data.
All authors have read and approved the final manuscript.
Submitted 15.03.2018; revised 16.07.2018; published online 28.12.2018.
This work is licensed under a Creative Commons Attribution 4.0 License.
