CASE TECHNOLOGIES IN THE SYSTEM OF PROFESSIONAL TRAINING OF HISTORIANS: DECONSTRUCTION OF HISTORICAL NARRATIVES AND DEVELOPMENT OF CRITICAL THINKING OF THE FUTURE TEACHER

Abstract

The article examines the theoretical and methodological foundations of applying case technologies in the system of professional training of future history teachers. The relevance of the study is determined by the growing role of historical knowledge under conditions of information warfare and the intensification of challenges associated with politicized interpretations of the past. It is emphasized that the formation of critical thinking and the ability to deconstruct historical narratives acquires particular importance in the context of updating the content of history education in accordance with the principles of the New Ukrainian School. The focus is placed on the case method as an interactive educational technology that involves modeling professionally significant situations and actively engaging students in source analysis, comparison of alternative viewpoints, and the search for well-grounded solutions. The article clarifies the distinction between the concepts of “case method” and “case technology,” outlines their place in the educational process, and highlights their potential for developing key professional competencies. Special attention is given to the possibilities of case-based tasks in fostering critical historical literacy, media-analytical skills, reflexive thinking, and the ability to work with controversial sources. The study demonstrates how case assignments may be directed toward the deconstruction of “master narratives” and the identification of ideologically conditioned representations of the historical past. Emphasis is placed on the pedagogical conditions required for the effective implementation of case technologies, including the level of instructor preparedness, student motivation, and the availability of appropriate didactic and technical support. The role of the instructor as a facilitator of critical dialogue in the process of interpreting contested historical phenomena is underscored. Particular significance is attached to the development of students’ capacity to formulate reasoned positions on complex historical issues in contexts characterized by opposing interpretations. The article shows that the application of the case method transforms the student’s role in the learning process, shifting it from passive reception to active inquiry. It is argued that case technology may serve as an effective tool for fostering pedagogical readiness to work under conditions of social and political transformation. This approach enables future history teachers to recognize their responsibility in shaping critically minded citizens capable of independent information analysis, resistance to manipulation, and the formation of their own informed understanding of the past.