Formation of readyness of specialists in international law to professional activity

Abstract

The article analyzes scientific publications on the problem of modeling the process of forming the readiness of specialists in international law to apply design technologies in professional activities.

The purpose of the article is to build a model for the formation of project competence of future specialists in international law in higher education institutions.

It has been offered the structural-functional model of formation of this readiness. The developed model includes target, theoretical and methodological, semantic, procedural and result-final components. Based on the analysis of scientific and educational sources, own practical activities and expert survey on the research problem, the main pedagogical conditions for the formation of future specialists in international law to use projective technologies in professional activities were determined: creation of educational and methodological support; formation of the subject-reflexive position of future specialists in international law; use of interactive teaching methods that model ways of professional interaction of specialists in international law; gradual formation of readiness for project activities through the introduction of interdisciplinary integration through the use of information technology.

Theoretical research and practical results of the introduction of project technologies in vocational education confirm that they contribute to the effective formation of all key competencies: cultural, informational, communicative, value-semantic, educational-cognitive, social-labor, personal self-improvement and others.

Also, it has been proposed diagnostic apparatus for determining the readiness of specialists in international law to use project technologies, such as: criteria (cognitive, motivational, reflective, activity, creative), levels (initial, intermediate, sufficient, creative) and diagnostic methods.