Comprehensive changes in Russian education are aimed at meeting the requirements of the modern economy and society. At the same time, the main vector in this area is the coordination of the content and component composition of professional training with the demands of the labor market and with the urgent need to increase the availability of high-quality educational services. Public experience demonstrates that objective reality makes significant adjustments to the professional training and education. Therefore, teachers should acknowledge and reflect in their professional activities all the new requirements presented by society in a timely manner. In the context of professional education, intensive search is carried out for adequate forms and methods to improve the effectiveness of education. In this regard, the practical value of simulation methods and technologies, aimed at revealing the creative potential of a future specialist, their individual and professional properties and the ability to function successfully in the new economic conditions, is increasing. Educational technologies as mechanisms for the joint activity of the teacher and students are aimed at the development of certain skills and abilities, as well as personal and professional development. The teacher should correctly apply educational technologies and methods to provide quality training for competent professionals. The variety of these methods is proposed to encourage intrinsic motivation, a lively interest of students in learning and self-development. The competencies of a qualified specialist and the criteria that he/she must meet have become the basis for creating a generalized concept of a professional. Along with the individual properties of the student, the foundation of the concept is knowledge and skills in the areas provided by the general and special components of the Federal State Educational Standards. In the framework of professional education, the main place in the educational process should be occupied by active educational technologies and methods, focused on intensifying the cognitive activities of students, supporting creative initiative and abilities and development of intellectual needs.
The article examines the essence, role and significance of professional thinking within lawyers’ professional development, making a special emphasis on the specifics of evolving law students’ professional thinking. The research purpose is a theoretical and empirical study of the developmental specifics of law students’ professional thinking. Besides, there is a focus on the structure and features of lawyers’ professional thinking as a special professionally important quality. The authors conduct a comprehensive analysis of the developmental specifics of law students’ professional thinking, propose their own definition of this concept and consider its structure and structural components. The analysis of relevant literature contributed to studying the validity of the chosen topic. The article also reflects the methodology of research and its algorithm that include conducting a complex psychological and pedagogical experiment, assessing the declared parameters and fulfilling the statistical analysis of the results based on methods such as variance analysis, correlation analysis using Marsch’s I coefficient, Friedman’s R coefficient and Kruskal – Wallis H-criterion. The research base was the International Law Institute (Moscow, Russia). The experimental and control groups of subjects were formed, numbering 60 people representative in gender, etc. The results of the study demonstrate the effectiveness of combining trainings, special courses and the evolvement of formal-logical reasoning within the development of law students’ professional thinking.
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