CASE METHOD AS A MEANS OF PROFESSIONAL TRAINING OF FUTURE PRESCHOOL TEACHERS FOR WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Purpose. The purpose of the article is to provide a theoretical substantiation of the potential of the case method as an effective tool for preparing future preschool teachers to work with children with special educational needs, as well as to determine its pedagogical potential and the specific features of its implementation in the educational process of higher education institutions. Methodology. The research is based on the competency-based, learner-centered, and practiceoriented approaches. To achieve the research purpose, a set of complementary research methods was employed, including analysis, synthesis, comparison, generalization, and systematization of scholarly pedagogical literature and regulatory documents in the field of preschool and inclusive education, as well as the modeling of pedagogical situations through the use of the case method. Scientific novelty. The scientific novelty of the study lies in the theoretical substantiation of the pedagogical potential of the case method as a means of developing future preschool teachers' professional readiness to work with children with special educational needs; in specifying the features of applying different types of pedagogical cases in teacher education; and in identifying their role in developing professional thinking, analytical, communicative, and reflective skills required for effective work in an inclusive educational environment. Conclusions. The study substantiates that the case method is an effective tool for the professional preparation of future preschool teachers, as it ensures the integration of theoretical knowledge with practical training, promotes the development of the ability to analyze professional situations, make pedagogically sound decisions, cooperate within multidisciplinary support teams, and implement an individualized approach to children with special educational needs. The expediency of using structured, analytical, unstructured, and creative cases in the professional training of future preschool teachers has been demonstrated. Prospects for further research include the development of a system of pedagogical cases and the identification of organizational and methodological conditions for their effective implementation in the educational process of higher education institutions.