The article presents the results of an experimental study aimed at bridging the gap between theoretical training and the formation of professional subjectivity in future teachers. The relevance of the work is determined by the reproductive nature of traditional exams, which do not become developmental events. The purpose of the study is to compare the impact of two exam formats (narrative case study presentation and dramatization of a pedagogical case) on the level of student engagement and the nature of their reflective understanding of the professional role as proxy indicators significant for the formation of professional identity. Scientific novelty lies in the operationalization of the principles of the event-narrative approach in relation to the examination procedure and the introduction of the constructs «narrative» and «event-based» formats of the case method. For the first time, a comprehensive toolkit for data triangulation has been developed and tested, including a structured observation protocol, a series of online questionnaires for analyzing cognitive plans, immediate reflection, and delayed effects. The methodology is based on a comparative pedagogical experiment with two independent groups (control, N=13; experimental, N=14). Data processing used methods of mathematical statistics (Mann-Whitney U test) and qualitative content analysis. The results confirmed the hypothesis: the dramatization format statistically significantly outperforms the narrative presentation in key event criteria (emotional atmosphere, expressiveness of non-verbal behavior, presence of improvisation, audience reaction), contributes to a deeper subjective experience of the professional role, and forms a qualitatively different type of preliminary work with the case (specificity, dialogical nature, reflection of personal responsibility). Theoretical significance consists in developing ideas on the design of developmental educational events in higher education. Practical value of the research lies in providing an evidence base and a ready-made technology («exam-dramatization») for transforming formal assessment into a tool that stimulates personal and professional development of a future teacher.