Abstract
The article examines the use of linguistic didactic case studies in the teaching of students of pedagogy at Trakia University – Stara Zagora, Bulgaria. The specificity of their educational content is tied to the application of the communicative approach to the text. Qualitative analysis of the created texts as well as descriptive statistics is applied. A high level of solving the cognitive task (dimension of goal-setting conceptual knowledge) by the future teachers was found. The trend is also maintained at the other three dimensions, with nearly two-thirds of the surveyed persons dealing with case studies – part of their language-didactic training, linked to textological issues in the pedagogical interaction with children aged 3 to 7. Educational tasks aimed at a procedural dimension were the most difficult for a relative proportion of students (29%), followed by those related to remembering and understanding factual knowledge (18%), as well as case studies related to metacognitive knowledge (15%). This way of working primarily aims at the creative application of competences for planning pedagogical interaction in the educational environment of the kindergarten in the field of linguistic-literary discourse.
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