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Article’s purpose. The peculiarities and possibilities of applying situational methods in the form of case-study in higher education institution with specific training conditions at seminar and practical classes are substantiated in the article. Methodology. Inductive and deductive methods are used in the course of generalization and analysis of literary sources on the subject of the article. Scientific novelty. The authors of the article highlight the competences that can be formed using the situational method of teaching cadets. In particular, the types of cases that can be used while conducting classes in the course of psychological and pedagogical disciplines are defined and characterized. Conclusions. The case-study is a studying technique that uses a description of real economic, social or business situations. The presence of disputes, discussions, argumentation in the structure of the case-study trains the participants of the discussion, teaches to observe the norms and rules of communication. There is a process of independent, conscious cadets’ mastering and acquiring knowledge, skills, abilities necessary for their professional activity. Due to the process of dialogue established between a teacher and the cadets, the latter develop their communicative and creative skills, ability to work in a group, solve problems collectively. The business language of future probation employees develops and improves. In addition, historical and pedagogical analysis of the stages of the case-study implementation in the world practice is made in the article; the analysis of the results of domestic and foreign studies and publications devoted to the methodology of the case-study applying as a multicomponent and wide-ranging method of forming key and professional competences of higher education applicants necessary for further professional activity is conducted. Requirements for making training cases are defined and analyzed. Positive and negative aspects in the process of the case-study applying while studying psychological and pedagogical disciplines at classes with cadets of the Academy are considered. At the conclusion of the study, the stages and sequence of some tasks and elements of the case-study implementation in the studying process are considered. |
