Principles of forming professional and pedagogical proficiency of a future investigator

Introduction. The changes in the professional and pedagogical activity of law enforcement officers, teachers and line commanders, specialists of extracurricular departments of educational institutions of the Ministry of Internal Affairs of the Republic of Kazakhstan teaching trainees objectively determine the necessity to develop the main provisions of the theory of professional pedagogical training. The aim was to substantiate the conditions of forming professional and pedagogical proficiency of a future investigator at Karaganda Academy of the Ministry of Internal Affairs of the Republic of Kazakhstan. Materials and Methods. The authors conducted pilot verification of the programme for the formation and development of professional and pedagogical proficiency in control and experimental groups (48 respondents - in each group) of third-year trainees majoring in investigation and forensics at Karaganda Academy of the Ministry of Internal Affairs of the Republic of Kazakhstan. The groups were comparable, that is, most of the third-year trainees entered the Academy just after the comprehensive secondary school and they had not had professional education and police work experience, therefore, they could not have professionally valued qualities. Results and Discussion. Under consideration are the results of the analysis of the research proving that law enforcement officers' activity comprises pedagogical content as specific tasks, forms, methods, conditions, influences, results etc. Thus, its effectiveness depends on the quality of their professional pedagogical proficiency. The paper contains the analysis of the results of the experimental work on formation of professional pedagogical proficiency of a future investigator conducted at Karaganda Academy of the Ministry of Internal Affairs of the Republic of Kazakhstan. The obtained outcomes enabled the authors to specify and substantiate the main pedagogical conditions ensuring effective formation of professional pedagogical proficiency of the trainee during his training. Conclusions. The conducted research showed that maximal use of the potential of the pedagogical process in improving professional pedagogical training of the trainees at the educational institutions of the Ministry of Internal Affairs of the Republic of Kazakhstan implies distinct setting of learning goals and aims of upbringing in this training; high-quality selection and logical constructing its content.