Педагогический контроль образовательного процесса как фактор оптимизации профессиональной подготовки специалистов для органов внутренних дел

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 Methodical Toolkit. 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 of the Survey 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.