Using the case method to intensify the exchange of knowledge between teachers
DOI: 10.23951/2307-6127-2023-3-101-108
The expediency of continuous professional development of teachers is updated, it is recommended to implement training in practice-oriented forms. The expediency of organizing the exchange of knowledge between teachers is indicated, their difficulties in this process are noted. It is recommended to use the case method to intensify the exchange of knowledge between teachers. A review of scientific research is carried out, revealing the prospects for the use of the case method in advanced training of teachers. A goal is set that involves describing the use of the case method to intensify the exchange of knowledge between teachers in a general education organization. There are three categories of cases recommended for research and solution by teachers of educational organizations: a) cases that reveal the features of the formation of functional literacy of students; b) cases showing the nature of the implementation of educational work with modern schoolchildren; c) cases aimed at assisting teachers in mastering the psychological and pedagogical knowledge of teachers in preventive work with difficult contingents of students. The content of each group is described, an algorithm for solving cases aimed at expanding the psychological and pedagogical knowledge of teachers in institutions of additional professional education is proposed. The theoretical value of the study lies in the description of the methods of continuous training of teachers, enriching the possibilities of continuous education of teaching staff. The practical significance of the article lies in the characterization of cases that ensure the intensification of the professional interaction of teachers, both within the framework of intraorganizational training and in the system of advanced training of teaching staff.
Keywords: case method, intensification of knowledge exchange, general educational organization, intraorganizational training, advanced training, teachers, institutions of additional professional education
References:
1. Selivanova E. A., Fazlitdinov V. G. Osobennosti obmena znaniyami v setevykh pedagogicheskikh soobshchestvakh [Features of knowledge exchange in networked pedagogical communities]. Modernizatsiya sistemy professional’nogo obrazovaniya na osnove reguliruyemogo evolyutsionirovaniya: materialy XX Mezhdunarodnoy nauchno-prakticheskoy konferentsii, Chelyabinsk, 16 noyabrya 2021 g. [Modernization of the professional education system based on controlled evolution: Proceedings of the XX International Scientific and Practical Conference, Chelyabinsk, November 16, 2021]. Moscow, Chelyabinsk, Chelyabinsk Institute for Retraining and Advanced Training of Educational Workers Publ., 2021. Pp. 29–35 (in Russian).
2. Andreeva T. E., Sergeeva A. V., Golubeva A. A., Pavlov Ya. Yu. Problemy obmena znaniyami v organizatsiyakh sfery obrazovaniya: primer srednikh obshcheobrazovatel’nykh shkol [Problems of knowledge exchange in educational organizations: an example of secondary schools]. Vestnik Sankt-Peterburgskogo universiteta. Menedzhment – Vestnik of Saint Petersburg University. Management, 2012, no. 3, pp. 78–105 (in Russian).
3. Sergeeva A. V. Vliyaniye organizatsionno-upravlencheskikh faktorov na protsessy obmena znaniyami v organizatsii (na primere srednikh obshcheobrazovatel’nykh shkol). Dis. kand. ekon. nauk [Influence of organizational and managerial factors on the processes of knowledge exchange in an organization (on the example of secondary schools). Diss. cand. econ. sci.]. Saint Petersburg, 2014. 216 p. (in Russian).
4. Matsieva M. N., Yarychev N. U. Sushchnost’ i osobennosti osushchestvleniya obmena znaniyami v obshcheobrazovatel’noy organizatsii [Essence and features of the implementation of knowledge exchange in a general educational organization]. Sovremennyye naukoyomkiye tekhnologii – Modern high technologies, 2016, no. 10-1, pp. 176–180 (in Russian).
5. Zharkova S. V. Osobennosti vyrazhennosti prokrastinatsii u sub’’yektov raznykh vidov deyatel’nosti [Peculiarities of the severity of procrastination in subjects of different types of activity]. Obshchestvo: sotsiologiya, psikhologiya, pedagogika – Society: Sociology, Psychology, Pedagogics, 2021, no. 11 (91), pp. 130–136 (in Russian).
6. Sevryukova A. A. Podgotovka k pedagogicheskomu sovetu kak sredstvo razvitiya lichnostnogo potentsiala uchitelya [Preparation for the pedagogical council as a means of developing the personal potential of the teacher]. Nauchnoye obespecheniye sistemy povysheniya kvalifikatsii kadrov, 2014, no. 2 (19), pp. 108–113 (in Russian).
7. Semenova G. V., Guseva Yu. E. Ispol’zovaniye keysov v povyshenii kvalifikatsii pedagogov: sub’’yektno-sredovoy podkhod [Use of cases in advanced training of teachers: subject-environmental approach]. Nauchnoye obespecheniye sistemy povysheniya kvalifikatsii kadrov, 2021, no. 3 (48), pp. 44–56 (in Russian).
8. Grebennikova V. M., Azletskaya E. N., Karlash S. I. Metod keys-stadi kak faktor razvitiya professional’nykh kompetentsiy pedagogov doshkol’noy obrazovatel’noy organizatsii [The case study method as a factor in the development of professional competencies of teachers of a preschool educational organization]. Istoricheskaya i sotsial’noobrazovatel’naya mysl’ – Historical and Socio-Educational Idea, 2016, vol. 8, no. 5–3, pp. 59–63 (in Russian).
9. Ilyasov D. F. Perspektivnyye strategii sovershenstvovaniya psikhologo-pedagogicheskikh znaniy uchiteley, osnovannyye na primenenii materialov khudozhestvennykh fil’mov [Perspective strategies for improving the psychological and pedagogical knowledge of teachers based on the use of feature film materials]. Nauchnoye obespecheniye sistemy povysheniya kvalifikatsii kadrov, 2021, no. 3 (48), pp. 5–13 (in Russian).
10. Vendina A. A., Kirichek K. A. Primeneniye interaktivnykh metodov obucheniya pri perepodgotovke uchiteley matematiki v kontekste realizatsii trebovaniy professional’nogo standarta pedagoga [The use of interactive teaching methods in the retraining of mathematics teachers in the context of the implementation of the requirements of the teacher’s professional standard]. Mir nauki. Pedagogika i psikhologiya – World of Science. Pedagogy and Psychology, 2016, vol. 4, no. 2, pp. 6 (in Russian).
11. Shvareva O. V. Keys-metod i yego resursy v formirovanii pedagogicheskoy kompetentnosti sotsial’nykh pedagogov [Case method and its resources in the formation of pedagogical competence of social teachers]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – Tomsk State Pedagogical University Bulletin, 2012, vol. 11 (126), pp. 185–191 (in Russian).
12. Ukaz Prezidenta RF ot 09.11.2022 no. 809 “Ob utverzhdenii Osnov gosudarstvennoy politiki po sokhraneniyu i ukrepleniyu traditsionnykh rossiyskikh dukhovno-nravstvennykh tsennostey” [Decree of the President of the Russian Federation of 09.11.2022 No. 809 “On Approval of the Fundamentals of State Policy for the Preservation and Strengthening of Traditional Russian Spiritual and Moral Values”] (in Russian). URL: https://www.garant.ru/products/ipo/prime/doc/405579061/ (accessed 3 Februare 2023).
Issue: 3, 2023
Series of issue: Issue 3
Rubric: PROBLEMS OF EDUCATION
Pages: 101 — 108
Downloads: 232