Pedagogical possibilities of additional professional education in improving the communicative mobility of internal affairs officers

The research problem and the rationale for its relevance. The authors propose a new approach to updating the content of advanced training of internal affairs officers with a focus on improving their communicative mobility. The manifestation of communicative mobility in the professional activities of internal affairs officers is considered an essential factor of professional success. Their effective interaction with the leadership of the internal affairs officers, colleagues, various groups of the population, as well as the operational execution of the set service tasks contributes to the development of professional culture and skill. Accordingly, the goal of research is to identify pedagogical means of additional professional education that can be successfully adapted to improve the communicative mobility of internal affairs officers. The review of scientific sources, which allowed to substantiate the position that the communicative mobility, characterizing the professional law enforcement activity, can serve as a subject of advanced training. Methodology. Justification of pedagogical means of improving the communicative mobility of internal affairs officers in additional professional education is carried out in terms of the basic provisions and ideas of the acmeological and contextual approaches. As such means identified pedagogical conditions: the inclusion of socio-psychological knowledge in the content of advanced training; supporting the development of adaptive behavioral models; solution of situational tasks, the basis of which is formed by non-standard professional situations, providing for certain changes in the contexts of professional activity; using the practice of applying professional communication tasks that simulate information uncertainty and tension in communication; introducing internal affairs officers to acting techniques to develop their flexibility in interacting with different groups and categories of people. The strategy for the implementation of these pedagogical conditions, which includes the following stages: identifying the target benchmarks of advanced training of internal affairs officers; updating the content of advanced training of internal affairs officers; organization of educational and pedagogical interaction between teachers of the Institute of Advanced Training and listeners; assessment of the effectiveness of the use of pedagogical tools to improve the communicative mobility of internal affairs officers. Scientific novelty lies in the definition and justification of pedagogical tools that form the basis of a pedagogical system to improve the communicative mobility of employees of the internal affairs in additional professional education. The practical significance is associated with the possibility of application of the presented pedagogical means of improving the communicative mobility to update the content of training programs for specialists of internal affairs officers, in particular, district commissioners, inspectors of juvenile departments, police officers, traffic police inspectors, inspectors on the implementation of administrative laws, etc. The possibilities of application of pedagogical means of improvement of communicative mobility in advanced training of various categories of employees of internal affairs officers are analyzed.