Pedagogical Case as a Tool for Training Future Teachers: Research Analysis, Theoretical Foundations and Practical Implementation

The article explores the pedagogical case as an effective tool for the professional training of future teachers in the context of the modernization of higher pedagogical education. The relevance of its implementation in the educational process is substantiated in accordance with the requirements of new professional standards and the societal demand for a competent, innovation-oriented teacher. The article presents an analysis of contemporary domestic and international studies that reveal the didactic potential of the case method, its role in the development of critical thinking, professional reflection, and the ability to independently make pedagogical decisions. It is shown that case-based learning aligns with the constructivist paradigm, directing students toward in-depth understanding of pedagogical situations and the formation of their own professional position. The article outlines methodological approaches to creating pedagogical cases, identifies sources for their content, proposes an algorithm for their development, and formulates rules for their effective application. An original case designed by the author is presented, aimed at mastering the regularities, principles, and methods of teaching and upbringing. Examples of tasks, forms of student interaction, and criteria for assessing learning outcomes are provided. The article concludes with a reflection on the potential of the case method as an educational tool that facilitates the integration of theory and practice in teacher training: The pedagogical case serves as an effective means of contextual and activity-based learning, ensuring the integration of students’ theoretical knowledge and practical experience. The use of the case method contributes to the development of key professional competencies of future teachers, such as critical thinking, reflection, communicative and analytical culture, and the ability to make decisions in situations of uncertainty. The process of designing and implementing cases fosters in students an active professional stance focused on meaning-making, evaluating alternatives, and building pedagogical interaction based on humanistic values