Authors: Buryakov S.K.
Citation: Buryakov S.K. Pedagogical Control of the Educational Process as an Optimization Factor of Professional Training of Specialists for Law-Enforcement Bodies. Psychopedagogy in Law Enforcement. Vol. 24. No 1(76). 2019. Pp. 80–86. DOI: 10.24411/1999-6241-2019-11012.
Для цитирования: Буряков С.К. Педагогический контроль образовательного процесса как фактор оптимизации профессиональной подготовки специалистов для органов внутренних дел // Психопедагогика в правоохранительных органах. 2019. Т. 24. № 1(76). С. 80–86. DOI: 10.24411/1999-6241-2019-11012.
Download article: Pedagogical Control of the Educational Process as an Optimization Factor of Professional Training of Specialists for Law-Enforcement Bodies
Abstract
Introduction. In the context of a modern society when the role of education increases manifold and its polyvariant character grows the skill of organizing an educational process on the basis of optimization of all its functioning mechanisms is of key importance. The level of educational process at educational organizations of the Russian Ministry of Internal Affairs adequately depends on considerable part of factors contributing to a qualified training of law-enforcement officers and predetermine the level of educational process. Materials and Methods. The entire system of questionnaire methods was used: direct (personal participation in conducting pedagogical control) and indirect (through talks with the teaching staff, heads of departments, workers of the academic department, studying comments in the register of pedagogical control), questionnaire, talks with cadets and students. A great role in the estimate of pedagogical control was played by self-evaluation of the level of pedagogical control by the officers of the Institute, the assessment of conducting lessons from the point of view of Pedagogy and the Management Theory. 73 staff workers of the Institute have taken part in it. Results and Discussions. From the perspective of the hypothesis that pedagogical control provides the quality of the educational process and contributes to the perfection of professional training of future law-enforcement officers of the Internal Affairs Bodies the author gives reasons for its actuality with regard to the Management Theory and Pedagogy. Firstly, it is caused by the necessity of organization and conducting pedagogical control at the educational organizations of the Russian Ministry of Internal Affairs. Secondly, pedagogical control is considered as the process of estimating the level of conducting a lesson providing for the formation of professional competencies. Thirdly, it gains a foothold by the necessity of its organizational and methodological provisions. The content, peculiar features of its conduct, functions purposefully influencing its quality are brought to light. Conclusions. The necessity of qualified preparation and conducting pedagogical control from the perspective of organizational and methodological provisions is revealed. The effectiveness of pedagogical control depends on the formation and perfection of the management system of the educational organization.
Main Provisions:
Keywords: pedagogical control; organizational and methodological provisions of pedagogical control.
Specialty: 19.00.06 Theory and Methods of Vocational Education
References:
1. Arkhangelsky S. I. Educational Process in High School, its Regular Framework and Methods. Moscow, 1980. 282 p. (In Russ.)
2. Budilo I. V., Kuznetsova L. V. Professional Staff Training: Main Requirements to the Management of Teaching and Educational Process at the Educational Organizations of the Russian Ministry of Internal Affairs. Moscow–Barnaul, 2003. 103 p. (In Russ.)
3. Gorlinsky I. V. Pedagogical System of Flexible Training of Specialists at Higher Educational Institutions of the Russian Ministry of Internal Affairs. Moscow, 1997. 282 p. (In Russ.)
4. Applied Juridical Psychology in the Internal Affairs Bodies. Ed. By V. Ya. Kikot, A. M. Stolyarenko. Moscow, 2015. 512 p. (In Russ.)
5. Kuznetsova L.V. Organization of the Educational Process at the Higher Educational Organizations of the Russian Ministry of Internal Affairs. Barnaul, 2018. 68 p. (In Russ.)
6. Lazukin A. D. Professional Pedagogical Training of the Teachers of Higher Educational Institutions and the Ways of its Perfection. Bulletin of the Catherine’s Institute. 2012. No.1. Pp. 3–9. (In Russ.)
7. Stolyarenko A. M. Psychology and Pedagogy. Moscow, 2012. 527 p. (In Russ.)
8. Sidorova I. V., Zhelonkina Ye. A. Elaboration of the Evaluation Means Determining the Level of Competence Maturity of Trainees in the Course of Current and Interim Assessment. Psychopedagogy in Law Enforcement. 2016. No. 1(64). Pp. 67–71. (In Russ.)
9. Iogolevich N. I., Iogolevich V. A., Ivanova S. I. The Development of the Evaluation System of Professional Competences Assessment of Law-Enforcement Officers. Psychopedagogy in Law Enforcement. 2018. No. 1(72). Pp. 60–67. DOI: 10.24411/1999-6241-2018-00011. (In Russ.)
10. Kormakov A. E., Kryuchkov V. V., Ovchinnikov V. A. About the Objectivation of Pedagogical Control at Higher Educational Institutions of the Russian Ministry of Internal Affairs. Bulletin of the Volgograd Academy of the MIA of Russia. 2013. No. 4(27). Pp. ¬152–155. (In Russ.)
11. Stolyarova I. V. Teaching Management by Means of Pedagogical Control. Pedagogy and Pedagogical Process: Modern Tendencies and Development Potential. Kazan, 2016. Pp. 144–149. (In Russ.)
12. Stolyarova Ye. P. The Role and the Functions of Different Kinds of Pedagogical Control in View of the Formation of Practical Skills and Abilities of the Students of Institutes of Physical Culture. Extended abstract of Candidate of Sciences (in Pedagogy) dissertation. Moscow, 2012. 24 p. (In Russ.)
13. Stolyarenko A. M. The Teacher of the Educational Institution of the Russian Ministry of Internal Affairs and His Pedagogical Culture. Moscow, 1996. 72 p. (In Russ.)
14. Tsvetkov V. L., Khrustaleva T. A., Starostin S. N. The teacher as Viewed by a Trainee: Possible technologies and Research Practice. Psychopedagogy in Law Enforcement. 2017. No. 1(68). Pp. 56–61. DOI: 10.24411/1999-6241-2017-00013. (In Russ.)
15. Hulme M., Beaucham, G., Clark, L., Jephcote M., Kennedy A., Magennis G., Cochran-Smith, M. (2016). Analysing teacher education policy: Comparative and historical approaches. In Teacher education in times of change (pp. 37–54). Bristol: Bristol University Press. doi:10.2307/j.ctt1t89fvx.8
16. Ananiadou K. and M. Claro (2009), “21st Century Skills and Competences for New Millennium Learners in OECD Countries”, OECD Education Working Papers, No. 41, OECD Publishing, Paris. http://dx.doi.org/10.1787/218525261154
Submitted: 02.09.2018