Writing competence descriptors of students in the legal context

The meaning of such a step is seen in "increasing the role and complicating the tasks of the personal development of future specialists" (V. I. Baidenko). However, despite many years of experience in studying the competence-based approach and strengthening its role in modern vocational education, researchers have not come to a generally accepted definition of competencies, just as they have not reached unity in understanding the essence of key competencies. In the topic of dissertation research on higher professional education, the formulations with the concept of "competence" and "competence" still sound identical. The attributive-object support of competencies is also in an extremely wide range: “professional communicative competence”, “professional and technological competence”, “academic competence”, intercultural competence ”, etc. All this complicates the implementation of a competence-based approach to the training of future lawyers at a university : As we can see, the problem of competence- oriented "training and * education of future lawyers is quite acute. First of all, from the standpoint of substantiating a complex of key competencies, their structure and content. This is due to the ongoing development of third-generation standards, in which it is planned to not only highlight the block of key competencies, but also lay in it - the differences between key competencies and key qualifications. Secondly, from the standpoint of additional analysis of the specifics of legal activity as. source of content for core competencies. Third, from the point of view of modeling "the process of forming key competencies in future lawyers. A new look at the results of vocational education requires, in addition to what has been said, a revision of the educational functions of training lawyers; and also taking into account the situational, unregulated factors of their professional development. In accordance with the European Classification of Education, in the results of training future lawyers, an essential place should be given to ethical values and individual characteristics of behavior * that activate modern ideas of “upbringing education”. , its moral and ethical components and its utilitarian purpose were equally characteristic of the professional consciousness of students.

Research experience, however, shows that in academic publications devoted to the professional education of lawyers, the issues of forming their key competencies are not sufficiently emphasized. This problem is poorly reflected in scientific publications. Raising the pressing issues of modern legal education, the authors only fragmentarily connect them with the prospects for the transition of law faculties to the competence-based format of the educational process. In general, we can * say that the problem of competence-oriented 'training of future lawyers at the university, including the process of forming their key competencies, requires a more thorough consideration. Among the fundamental contradictions arising from the above, we must name the following: between a large volume of pedagogical research on the theory and practice of the competence-based approach to vocational education and the persisting discrepancies in understanding the essence of the key competencies of future specialists; between the need for law schools and faculties in the transition to a competence model of professional education and insufficient knowledge of the peculiarities of the formation of key competencies in future lawyers;

-between the well-established research practice of using pedagogical models in the education system and the undeveloped model for the formation of key competencies of future lawyers; between the existing technological potential of higher education and the unresolved problem of the forms and methods of teaching future lawyers, optimizing the process of forming their key competencies. These contradictions determined the theme of our dissertation research "Formation of key competencies of future lawyers". The object of the research is key competencies in the professional training of future lawyers at the university.

The subject of the research is the process of forming the key competencies of future lawyers.

The purpose of the study is to theoretically substantiate, develop and test a model for the formation of key competencies of future lawyers.

Research hypothesis: the process of forming key competencies of future lawyers is effective if the role and functions of key competencies in higher professional legal education are revealed and their content of key competencies of future lawyers is revealed; the features of the formation of key competencies in future lawyers are characterized; in the process of forming key competencies, a model is implemented based on the unity of the target, effective and organizational-content blocks; a set of theoretical and methodological premises, didactic principles and approaches to the implementation ^ of the process, which predetermine the leading methods of teaching future lawyers and their typical types of activities; provides for specialized technological support, which enhances the effectiveness of the academic training of future lawyers and qualitatively changes the approaches to the passage of various kinds of practice.In accordance with the purpose, object, subject and hypothesis, the following research tasks are defined:

• 1.    To identify the role and functions of key competencies in higher professional education and to reveal the content of key competencies of future lawyers.

• 2.    To characterize the features of the formation of key competencies in future lawyers.

• 3.    To develop a model for the formation of key competencies of future lawyers.

• 4.    To test the proposed model by using a specially developed set of forms, methods and techniques for working with students.

• 2.    The composition and content of key competencies of future lawyers have been substantiated; The most typical manifestations of professional, legal activity are taken as a basis: its conditionality by the phenomenon of law ;, a high level, social responsibility; specificity of communicative? and

• 3.    The features of the formation of key competencies in future lawyers are characterized; The basic component is determined by the subject-activity beginning of competencies. Approaches to the organization of educational, quasi-professional and educational-professional activities of future lawyers have been substantiated; the significance of the activity-oriented, hermeneutic, personality-oriented approaches is shown. The features of the practical activities of future lawyers are analyzed in the context of the formation of the subject-activity factor in the history of professional training of lawyers in Russia.

• 4.    A model has been developed for the formation of key competencies for future lawyers. The model includes purpose, result and organizational specifics. Also, the model is based on theoretical and methodological prerequisites for the formation of key competencies in future lawyers; approaches and didactic principles of their teaching methods used in this. The theoretical significance of the research: approaches to understanding competencies and competencies in the context of the competence-based approach in the vocational education system, as well as the differences between competencies and qualifications; the key

The role and functions of key competencies in higher professional education have been clarified. It has been established that, in contrast to qualifications, competencies are based on the motivational and semantic attitudes of the personality of the future specialist and his individual experience in the intended professional field. Key competencies are viewed as invariant, identical, goals and objectives; future professional activity is a complex of knowledge, skills and abilities, which is characterized by the stability of positive motives, professional self-development and is based on the experience of professionally oriented activities....

informational "components of legal work. As a result, methodological, ethical, communicative and informational competences are named as key competencies: Methodological competence is associated with systemic competence; consideration of legal; phenomena in the context of semiotic-polarity of the category of law; ethical competence assumes that the future lawyer has formed and stable moral priorities; responsibility for public order; communicative; competence * is being considered; as a form of social practice, contributing; resolution of legal and social conflicts, formation, civil society; information competence is associated with the satisfaction of information and legal needs of state and public structures based on the effective organization and use of information resources; using modern technologies.

competencies of future lawyers were identified, the content of each of them was substantiated; from the standpoint of a competence-based approach to the education of future lawyers, the phenomenon of activity is considered; the concept of activity is associated with the concept of activity and is projected onto the practice of legal education; the distinction between educational, quasiprofessional and educational-professional activities of future specialists is presented; Practical significance: the model for the formation of key competencies of future lawyers is implemented using teaching methods that are adequate to the essence of key competencies of future lawyers: the moderation method, the training method, the case study method, the simulation method, etc. additional recommendations were developed and tested for the implementation of educational research by future lawyers; introspection sheets of project activities were introduced into practice; individual versions of explanatory notes to the curriculum of teaching materials were tested, reflecting the goals and objectives of the formation of key competencies of future lawyers; describes possible ways to optimize the professionally oriented activities of future lawyers in the process of their work in legal clinics and consultations. approaches - to the keeping of the Diaries of the passage * by the future have been adjusted. production lawyers! practice; developed; and tested; complex of applications; to the Diary. The structure of the model for the formation of key competencies in future lawyers should include the social determinants of the corresponding process, its goal and result; theoretical and methodological preconceptions of the content of the process; organizational and substantive stages; didactic principles; approaches to technological support; typical activities of students; leading teaching methods.

"Экономика и социум" №11(78) 2020