Distant Technologies in Teaching Legal Disciplines to Students of Pedagogical Training Programs

Abstract

The relevance of the studied problem is caused by the need to improve the methodology of legal disciplines teaching for students of pedagogical training programs and the need to develop the methods and forms of application of distant technologies of teaching in this process. The article is aimed at studying the opportunities of distant technologies for improvement of assimilation quality of training material for legal disciplines by students of pedagogical training programs, in particular when studying a number of key questions of interobject character. Topical issues of teaching legal disciplines for students of higher education institutions of pedagogical professions, first of all, for future teachers of social science and law are considered. The leading method of research of this problem is the pedagogical analysis of methods and forms of the use of distant technologies of teaching legal disciplines. The results of the research are the following: the carried-out analysis of the opportunities to use distant technologies of tutoring in teaching legal disciplines for students of pedagogical training program; identification of key topical issues which arise when studying legal disciplines by future teachers; the developed recommendations about improvement of training of students of pedagogical training programs. The materials of the article can be useful for: the faculty of higher education institutions which are engaged in teaching the students of the pedagogical training programs; students and graduate students of the pedagogical training programs; for teachers, in particular young specialists; for the heads of higher education institutions that have pedagogical directions of students training; to methodologists who are engaged in curriculum development for students of pedagogical training program.

Formation of the foreign language training system in the context of its conceptuality

“…It is also important to take into account the difference in language perception of students, as well as the focus of the whole group on the learning process, in particular, on achieving goals in the implementation of foreign language communication. However, the solution of this problem cannot be considered sufficient, given the problem of high-quality language professional training of students in all its versatility, especially taking into account the modern requirements for the formation of the personality of a specialist (Moskalenko et al, 2019). And these requirements imply, for example, not just fluency of young people in a foreign language, but also the development of a whole range of their competences, among which we would always consider cognitive, informational, communicative, cultural, and regulatory to be relevant, which implies creating a language environment for students foreign language speech communication.…”