IMPLEMENTATION OF PEDAGOGICAL CONDITIONS FOR THE FORMATION OF LEGAL COMPETENCE OF FUTURE TECHNOLOGY TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

Abstract

The modern development of the national educational system demonstrates a growing need for teachers who are capable of organizing the educational process taking into account students’ interests and consistently ensuring the realization of their rights. In this context, the preparation of teachers for professional activity under new legal conditions becomes particularly relevant, where a key outcome is the development of legal competence. At the same time, practice shows that an insufficient level of legal knowledge, gaps in legal training, and a lack of methodological skills in the professional activities of technology teachers negatively affect the effectiveness of their work. The aim of the article is to present the results of experimental work on the implementation of pedagogical conditions for forming the legal competence of future technology teachers. The research results are presented as a step-by-step introduction of pedagogical conditions into the process of professional training of future technology teachers. The content and objectives of the experimental program for legal training of future technology teachers are disclosed, namely: to reveal the role of legal competence as an integral, integrative personal quality in the professional development of a future teacher during education; to form the foundations of legal competence as a level of mastering optimal functions of lawful behavior and legal-pedagogical activity; to ensure the assimilation of the content of the main components of legal competence; and to promote the development of legal knowledge in legal-pedagogical activity. The directions of the experimental-research work are presented as follows: enhancing the methodological skills of lecturers at higher pedagogical education institutions in the field of legal education for students; forming legal values and readiness for professional activities in legal education; implementing the legal potential of normative disciplines in professional training; consolidating knowledge and methods of legal educational work with schoolchildren during pedagogical practice; organizing extracurricular educational activities and civic engagement with student youth aimed at achieving the objectives of legal education; and working on self-education and self-improvement in legal education. The phased implementation of pedagogical conditions for forming the legal competence of future technology teachers is substantiated as follows: at the value-oriented stage, a positive motivation for mastering legal and professional knowledge is formed, which is associated with the personal development of students and the growth of their interest in the teaching profession; at the organizational-modeling stage, a system of professional knowledge is formed, and students acquire methods of effective legal educational activity; at the reflexive-creative stage, independence, social and legal activity are developed, and practical experience in legal education is gained, realized through the combination of classroom, extracurricular activities, and self-education. It is concluded that modern technology teachers who are well-informed about educational legislation and regulatory legal documents are extremely necessary for society today, as such specialists are capable of professionally responding to contemporary societal challenges, changes in social demands, and legal requirements for the education system. The introduction of the corresponding pedagogical conditions into the educational process of training future technology teachers has ensured the formation of necessary competencies and a high level of professional qualities of the personality of future technology teachers.