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 artículo examina la esencia, el papel y la importancia del pensamiento profesional dentro del desarrollo profesional de los abogados, haciendo especial hincapié en los aspectos específicos del pensamiento profesional de los estudiantes de derecho en evolución. El propósito de la investigación es un estudio teórico y empírico de los aspectos específicos del desarrollo del pensamiento profesional de los estudiantes de derecho. Además, se hace hincapié en la estructura y las características del pensamiento profesional de los abogados como una cualidad de especial importancia profesional. Los autores realizan un análisis exhaustivo de los aspectos específicos del desarrollo del pensamiento profesional de los estudiantes de derecho, proponen su propia definición de este concepto y consideran su estructura y componentes estructurales. El análisis de la literatura relevante contribuyó a estudiar la validez del tema elegido. El artículo también refleja la metodología de investigación y su algoritmo que incluyen la realización de un experimento psicológico y pedagógico complejo, evaluando los parámetros declarados y cumpliendo el análisis estadístico de los resultados con base en métodos 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 investigación fue el Instituto de Derecho Internacional (Moscú, 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 evolución del razonamiento lógico-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 educación rusa tienen como objetivo cumplir con los requisitos de la economía y la sociedad modernas. Al mismo tiempo, el vector principal en esta área es la coordinación del contenido y la composición de componentes de la formación profesional con las demandas del mercado laboral y con la urgente necesidad de aumentar la disponibilidad de servicios educativos de alta calidad. La experiencia pública demuestra que la realidad objetiva hace ajustes significativos en la capacitación y educación 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 educación profesional, se realiza una búsqueda intensiva de formas y métodos adecuados para mejorar la efectividad de la educación. A este respecto, el valor práctico de los métodos y tecnologías de simulación, 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 tecnologías educativas como mecanismos para la actividad conjunta del profesor y los estudiantes están dirigidas al desarrollo de ciertas habilidades y destrezas, así como al desarrollo personal y profesional. El profesor debe aplicar correctamente las tecnologías y métodos educativos para proporcionar una formación de calidad a profesionales competentes. Se propone la variedad de estos métodos para fomentar la motivación intrínseca, un interés 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 educación profesional, el lugar principal en el proceso educativo debe estar ocupado por tecnologías y métodos 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