Didactic possibilities of using video cases in the practical training of primary school teachers

<p><strong>Context and relevance.</strong> Teacher education faces the challenge of bridging the gap between theoretical knowledge and actual practice, as graduates are often not sufficiently prepared for professional activities. A promising solution to the problem is the use of interactive methods, such as video cases, which allow students to analyze real pedagogical situations, immerse themselves in professional activities, realize the complexity of the teacher's work and reconsider their previous beliefs. <strong>Objective</strong><strong>.</strong> To develop and test video cases as a tool for studying and facilitating the process of overcoming simplified and stereotypical beliefs of future teachers about the essence of pedagogical activity. <strong>Methods and materials</strong><strong>.</strong> The study involved 40 3-4-year full-time students of the Faculty of Psychology of Education. The methods of focus group and expert assessment were used for the analysis. <strong>Results</strong><strong>.</strong> The results of the study showed that undergraduates who work with video cases during their studies have significantly changed their perception of the role of a primary school teacher, their understanding of the student and the ways in which teachers interact with students. By the end of their studies at the university, over 70% of students are focused on implementing an activity-based approach to teaching primary school students. <strong>Conclusions</strong><strong>.</strong> The testing of video cases has shown that it is important to use materials based on real professional situations and have practical applicability for the training of primary school teachers.</p>