ESSENTIAL GENERALIZATION OF THE RESULTS OF THE EMPIRICAL RESEARCH ON THE FORMATION OF THE READINESS OF FUTURE LAWYERS FOR LAW-MAKING ACTIVITIES

Abstract

Relevance. The article interprets the results of an empirical study on the formation of the readiness of future lawyers for law-making activities based on the use of pedagogical stimulation methods and the introduction of developed pedagogical support, means, conditions and methods into educational activities. The training of future qualified lawyers is carried out in educational institutions of higher education, where a psychological and pedagogical process is built to form their readiness for law-making activities. The criteria for assessing the level of formation of the readiness of future lawyers for law-making activities in the course of the empirical study were: cognitive-legal; orientation-value; activity-creative. The criteria levels were familiarization-informational, professionally necessary, optimally sufficient. The use of these criteria for diagnostic purposes allows for a comprehensive assessment of the readiness of future lawyers for law-making activities. Materials and methods. As a methodological and practical tool for assessing the readiness of future lawyers for law-making activities, author’s questionnaires, testing, analysis of the results of extracurricular activities, academic performance and involvement in scientific research by students were used. The purpose of this study is to present and analyze the empirical data obtained during the pedagogical experiment on pedagogical stimulation of the formation of the readiness of future lawyers for law-making activities. The hypothesis of the study was the assumption that the consistent development and implementation of psychological and pedagogical support, conditions and means, as well as diagnostic criteria in educational activities will successfully stimulate the readiness of future lawyers for law-making activities. Research results. The data obtained as a result of the introduction of the developed conditions and means of pedagogical stimulation, as well as those obtained in the course of diagnostics during an empirical study, after appropriate adjustments to the content of education, confirm with a high degree of certainty the hypothesis of the study that the introduction of pedagogical support, conditions and means will be effective, and statistical processing of the obtained results testifies to their significance.