Педагогічні умови професійного самовдосконалення майбутніх фахівців правоохоронних органів у вищих навчальних закладах МВС України

Abstract

Дослідження присвячене актуальній проблемі підготовки та професійного самовдосконалення майбутніх фахівців правоохоронних органів у закладах вищої освіти МВС України. Здійснено аналіз сучасних підходів до професійного самовдосконалення майбутніх фахівців правоохоронних органів, уточнений поняттєво- термінологічний апарат досліджуваної проблеми, з’ясована сутність поняття «професійне самовдосконалення майбутніх фахівців правоохоронних органів». Визначено структурні компоненти, критерії та рівні, обґрунтовано методологічні підходи формування готовності майбутніх фахівців правоохоронних органів до професійного самовдосконалення. Розроблена та реалізована модель професійного самовдосконалення майбутніх фахівців правоохоронних органів у ЗВО МВС України. Упроваджено в практику роботи педагогічні умови формування досліджуваного феномену. The thesis deals with the topical problem of future law enforcement specialists’ training for their professional self-improvement in the higher educational institutions of the Ministry of Internal Affairs of Ukraine. The content, forms, methods of the issue have been developed and theoretically substantiated; modern approaches to professional self-improvement of future law enforcement specialists have been analyzed. The essence of the concepts «training of future law enforcement specialists», «professional self-improvement», criteria and readiness levels of future law enforcement specialists have been specified. The analysis of the problem of professional self-improvement of future law enforcement specialists at the universities of the Ministry of Internal Affairs is carried out through the lens of philosophical, psychological and pedagogical views. It is cleared out that the process of professional self-improvement of future law enforcement specialists is based on several interrelated methodological approaches: systemic, activity, competence, axiological, acmeological, integrative, anthropocentric, synergetic. It has been ascertained that the professional self-improvement of a cadet is a constituent of his/her professional activity, which is characterized by multifunctionality, dynamism, tension, high level of responsibility, and directed at continuous and systematic improvement of professional competence. It has been proved that the issue of professional self-improvement of future law enforcement specialists involves the combination of interrelated and interdependent processes: professional self-knowledge, professional self-actualization, professional self-organization and professional self-fulfillment. The structure of cadets’ readiness for professional self-improvement is substantiated. It includes such components as motivational, cognitive, personal activity, which allowed to make integral characteristics of cadets’ readiness for professional self-improvement taking into account the specific aspects of professional environment, job peculiarities, requirements for professionalism of law enforcement specialists. The criteria and indicators of future law enforcement specialists’ readiness for professional self-improvement, formed in the process of professional training, have been determined. The following levels of readiness of future law enforcement specialists for professional self-improvement are identified: low, medium, high. The pedagogical conditions of future law enforcement specialists’ training for professional self-improvement are defined and explained: providing positive motivation and need for professional self-improvement of future law enforcement specialists; constructing the content of educational material; creation of developmental, educational, socio-psychological space with the use of modern innovative technologies; integrative approach to the organization of practice and its conduct. The model of formation of readiness for professional self-improvement of future law enforcement specialists has been developed and implemented. It is based on the values of future specialists’ professional development and on systemic and competence approaches and is regarded as a complex, dynamic system that is put into practice gradually in the course of professional training. The results of the experimental work confirmed that the substantiated pedagogical conditions and the model ensure the effectiveness of the formation of future law enforcement specialists’ readiness for their professional self-improvement.