7 research outputs found
Specifics of Developing Professional Thinking in Law Students
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
Specifics of Developing Professional Thinking in Law Students
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
Specifics of Developing Professional Thinking in Law Students
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
Promising Educational Technologies for Professional Training
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
Specifics of Developing Professional Thinking in Law Students
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.El artĂculo examina la esencia, el papel y la importancia del pensamiento profesional dentro del
desarrollo profesional de los abogados, haciendo especial hincapiĂ© en los aspectos especĂficos
del pensamiento profesional de los estudiantes de derecho en evoluciĂłn. El propĂłsito de la
investigaciĂłn es un estudio teĂłrico y empĂrico de los aspectos especĂficos del desarrollo del
pensamiento profesional de los estudiantes de derecho. Además, se hace hincapié en la
estructura y las caracterĂsticas del pensamiento profesional de los abogados como una cualidad
de especial importancia profesional. Los autores realizan un análisis exhaustivo de los aspectos
especĂficos del desarrollo del pensamiento profesional de los estudiantes de derecho, proponen
su propia definiciĂłn de este concepto y consideran su estructura y componentes estructurales. El
análisis de la literatura relevante contribuyĂł a estudiar la validez del tema elegido. El artĂculo
tambiĂ©n refleja la metodologĂa de investigaciĂłn y su algoritmo que incluyen la realizaciĂłn de un
experimento psicológico y pedagógico complejo, evaluando los parámetros declarados y
cumpliendo el análisis estadĂstico de los resultados con base en mĂ©todos como análisis de
varianza, análisis de correlación utilizando el coeficiente I de Marsch, R de Friedman.
coeficiente y Kruskal-criterio H de Wallis. La base de investigaciĂłn fue el Instituto de Derecho
Internacional (MoscĂş, Rusia). Se conformaron los grupos de sujetos experimentales y de
control, que sumaron 60 personas representativas en género, etc. Los resultados del estudio
demuestran la efectividad de combinar capacitaciones, cursos especiales y la evoluciĂłn del
razonamiento lĂłgico-formal dentro del desarrollo del pensamiento profesional de los estudiantes
de derecho
Promising Educational Technologies for Professional Training
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.Los cambios integrales en la educaciĂłn rusa tienen como objetivo cumplir con los requisitos de
la economĂa y la sociedad modernas. Al mismo tiempo, el vector principal en esta área es la
coordinaciĂłn del contenido y la composiciĂłn de componentes de la formaciĂłn profesional con las
demandas del mercado laboral y con la urgente necesidad de aumentar la disponibilidad de
servicios educativos de alta calidad. La experiencia pĂşblica demuestra que la realidad objetiva
hace ajustes significativos en la capacitaciĂłn y educaciĂłn profesional. Por lo tanto, los maestros
deben reconocer y reflejar en sus actividades profesionales todos los nuevos requisitos
presentados por la sociedad de manera oportuna. En el contexto de la educaciĂłn profesional, se
realiza una búsqueda intensiva de formas y métodos adecuados para mejorar la efectividad de la
educaciĂłn. A este respecto, el valor práctico de los mĂ©todos y tecnologĂas de simulaciĂłn,
destinados a revelar el potencial creativo de un futuro especialista, sus propiedades individuales
y profesionales y la capacidad de funcionar con éxito en las nuevas condiciones económicas, está
aumentando. Las tecnologĂas educativas como mecanismos para la actividad conjunta del
profesor y los estudiantes están dirigidas al desarrollo de ciertas habilidades y destrezas, asà como
al desarrollo personal y profesional. El profesor debe aplicar correctamente las tecnologĂas y
métodos educativos para proporcionar una formación de calidad a profesionales competentes. Se
propone la variedad de estos mĂ©todos para fomentar la motivaciĂłn intrĂnseca, un interĂ©s vivo de
los estudiantes en el aprendizaje y el autodesarrollo. Las competencias de un especialista
calificado y los criterios que debe cumplir se han convertido en la base para crear un concepto
generalizado de profesional. Junto con las propiedades individuales del estudiante, la base del
concepto es el conocimiento y las habilidades en las áreas proporcionadas por los componentes
generales y especiales de los Estándares Educativos del Estado Federal. En el marco de la
educaciĂłn profesional, el lugar principal en el proceso educativo debe estar ocupado por
tecnologĂas y mĂ©todos educativos activos, enfocados en intensificar las actividades cognitivas de
los estudiantes, apoyando la iniciativa creativa y las habilidades y el desarrollo de las necesidades
intelectuales