- Tamara V. Lodkina
- Vologda municipal district «Centre for the Development of Education»
- Natalia V. Dryannykh
- Vologda State University
- The structure of professional readiness of future lawyers
- Lodkina T.V., Dryannykh N.V. The structure of professional readiness of future lawyers // Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics. 2021. vol. 27, № 3. pp. 147-153. (In Russ.) https://doi.org/10.34216/2073-1426-2021-27-3-147-153
- Publish date:
The purpose of the article is to substantiate the structure of the professional readiness of future lawyers to work in law enforcement agencies, as well as to substantiate the conditions for its formation in the educational environment of the university: the social and personal significance of legal education and its relevance; students' awareness of legal education as a necessary component of their professional competency; integration, unity and complementarity of state and regional interests in the content and structure of legal education; educational and methodological support of the educational process in relation to the spheres of professional activity of subjects of legal practice; monitoring, which allows diagnosing the formation of general cultural and professional competencies of students, modelling and predicting the pedagogic process, making managerial decisions on its correction based on the obtained objective information.
The structure of professional readiness of future lawyers is presented as a multifunctional system education, which includes motivational and value, cognitive, operational-activity, evaluative-reflexive components. Our research complements research on this issue, defines the essence of professional readiness and its structure. The study expands the range of ideas about the professional training of students at university as a whole; complements the theoretical understanding of training of future lawyers for law enforcement.
legal education, methodological approaches, future lawyers, structure of professional readiness
- Funding and acknowledgments:
This work was supported by the Russian Foundation for Basic Research, project 20-011-00042
- Literature list:
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- Tamara V. Lodkina, Doctor of Pedagogic Sciences, Vologda municipal district «Centre for the Development of Education», Vologda, Russia. email@example.com, https://orcid.org/0000-0003-3248-3652
- Natalia V. Dryannykh, Candidate of Philosophical Sciences, Vologda State University, Vologda, Russia. firstname.lastname@example.org, https://orcid.org/0000-0003-3340-3829