MODEL OF FORMING THE READINESS OF FUTURE LAWYERS FOR PROFESSIONAL SELFDEVELOPMENT THROUGH NON-FORMAL EDUCATION

Abstract

The content of the article reveals the methodology for designing a structural and functional model of the formation of a future lawyer’s readiness for professional self-development by means of informal education. The designed model consists of four blocks: target, theoretical and methodological, organizational and methodological, and diagnostic and effective. Analysis of regulatory documents of legal education, scientific pedagogical, legal literature on modeling the process of forming a future lawyer’s readiness for professional self-development by means of informal education allowed us to determine the components of the represented model: goal, task and social order, theoretical and methodological foundations, scientific approaches, didactic principles, content, forms and methods, technologies, organizational and pedagogical conditions, functions of professional self-development, components, criteria, levels. At the heart of the complex architecture of the author’s model, we consider the theoretical and methodological foundations of interdisciplinary, systemic, personally oriented, axiological, competency-based, acmeological, activity-based, technological scientific approaches. The goals, objectives and principles of implementing this hierarchy are determined by modern scientific domestic and foreign achievements in the field of legal education, widespread legal practice, developed by the author’s concept of preparing a future lawyer for professional self-development by means of informal education. The conditions for implementing the author’s model include the development of selective courses of professional orientation: “Information Systems and Technologies in Legal Education”, “Technologies of Professional Self-Development of the Personality of a Lawyer”, which integrate the possibilities of applying informal education technologies (trainings, seminars, master classes, webinars and online courses of non-governmental organizations, private providers, legal clinics, trial simulations, moot courts, online magistracy court debates, legal portfolio). The stages of implementing the author’s model: orientational and motivational, activity and evaluative and reflective provide a logical sequence of forming general and professional competencies and flexible skills of future lawyers in higher education institutions, awareness of the need for professional self-development through informal education, formation of an individual style of future professional activity, formation of the ability to evaluate and self-evaluate the acquired experience, involvement in independent and research work.