КВАЛІФІКАЦІЙНІ ВИМОГИ ДО НАУКОВО-ПЕДАГОГІЧНОГО ПРАЦІВНИКА ВИЩОГО ЮРИДИЧНОГО НАВЧАЛЬНОГО ЗАКЛАДУ

Abstract

This article analyzes the qualification requirements for science teachers. The analysis covers the activities of higher legal education. Author’s concept is to consider the texts of laws and regulations that govern the requirements for teachers, and to compare them with the pedagogical theory. Research shows that the main parameters in the regulations are the documents on the level of education and experience of scientific and pedagogical activity. The author believes that such an approach is not conducive to improving the quality of the educational process and is very formal. Lack of regulations lies in the fact that they do not comply with the new Law of Ukraine “On Higher Education”. Qualification requirements for teachers of higher law schools do not consider work experience in practice. These factors adversely affect the quality of training of future lawyers. This article contains the author’s concept of parameters of qualifying requirements to scientific and pedagogical staff. The author proposes to consider four main components: competence in the specialty (methodological, theoretical, empirical); informational, psychological and pedagogical competence. Researcher demonstrates the integration of all competencies at the level of inter-subject relationship. The author also proposes to consider, along with constant performance dynamic changes that occur in the growth of professionalism.