Competence of pedagogical staff in the sphere of special professional training as a strategic task of the human resourcing system of the internal affairs bodies

Introduction. The system of human resourcing in the sphere of special preparation of police officers of Internal Affairs Bodies for the actions in the context connected with the use of force, special means and firearms is in the methodological search now. Inconsistencies between upgrading of the modern educational system due to dynamically changing social demands and the imperative character of the system and that of the process of training of the officers for the use of direct coercive measures manifest themselves acutely in the pedagogical theory and practice. Materials and Methodical Toolkit. Diagnostic tools take the form of two questionnaires. The first one played the secondary role recording personal information and a number of answers to open questions. The second questionnaire (the main one) consisted of statements to which the respondent had to express his attitude. The number of participants was 107. They were representatives of departments of the educational organizations of the Russian Ministry of Internal Affairs with different level of scientific qualification, experience of service at the Internal Affairs Bodies and pedagogical employment term. Results of the Survey and Discussions. Professional competence of the teaching staff of the departments of weapons and physical training from the perspective of readiness to operational commitment in the context of the move towards the competence-based model of formation of specialists for the Internal Affairs Bodies is considered. The developed diagnostic tools cater for the needs of the professional standard of a high school teacher with respect to departmental characteristic aspects taking into consideration necessary qualities of a teacher regarding special professional pedagogical competence. Elements of professional pedagogical competence - motivating and value-based, cognitive and technological ones - are investigated. Grading scale of competence is established, furthermore the boundaries of the levels of the competence are based not on the theoretically possible arithmetical scope of data values but on the real group variation of attributes being investigated. Conclusions. Integration of legal, firearms and physical, tactical and special training seems to be an integral process accompanied by the move of the departmental human resourcing system toward the competence-based model of police officers’ training.