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1

МЕТОДОЛОГІЧНІ ЗАСАДИ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ПІДГОТОВКИ ПРОФЕСІЙНИХ СУДДІВ У СИСТЕМІ СУДДІВСЬКОЇ ОСВІТИ УКРАЇНИ І КАНАДИ

100%
Зуєва Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 10(74)
105-115
EN
The article reveals the methodological foundations of psychological-pedagogical training of professional judges in the system of judicial education of Ukraine and Canada. The author, based on the analysis of professional literature, has proved that today there is no real global instrument for standardizing the content of training and selection of professional judges in the judiciary system, which would unite all the participants. This is due to differences in the historical aspect, the structure of the judicial systems of states. The result of the study was the definition of thirteen qualities, which are grouped into three blocks: an understanding of human relationships; mastery of court methods; environmental and managerial analysis. Thus, the transfer of professional techniques and values is the basis of the principles of judicial education. First of all, it is expedient to develop a coherent program in the framework of which it is necessary to form the institutional capacity of the NSJU as the only and the leading scientific and methodological center capable to fully satisfy the needs of judges, among the immediate measures that are a challenge for the present day for the NSJU in the aspect of psychological-pedagogical training of professional judges. In psychological-pedagogical training and improvement of qualification on the basis of the use of modern psychological-pedagogical technologies and techniques. For this purpose, the primary tasks are to improve the system of training candidates for a position of judge, which would provide the judicial system of Ukraine with highly professional specialists with an objectively assessed level of personal and moral qualities that can honestly, impartially and objectively carry out judicial proceedings in the future; extension of the list of psychological and pedagogical disciplines of the NSJU; building an effective model of cooperation between the NSJU and the entire judicial corps, attracting the best and most experienced judges to teaching, having pedagogical skills. Based on the fact that training at the NSJU is carried out by judges and experts in each discipline, it is advisable for the teachers to choose among the best in their profession the body, responsible for training, taking into account the judge’s knowledge of the subjects he teaches, teaching skills and pedagogical skills.Based on the analysis of professional literature, it has been proved that today there is no real global instrument, or any generally accepted international charter, to standardize the content of training and selection of professional judges in the judiciary system, which would unite all the participants. Paradoxically, this situation is not actually the result of a lack of consensus. This is due to differences in the historical aspect, the structure of the judicial systems of states. For example, the French National School of Courts, on the occasion of its last major reform, has developed a definition of a list of the personal and professional qualities of judges. These thirteen qualities can be grouped into three blocks: an understanding of human relationships; mastery of the court methods; environmental and managerial analysis. Thus, the transfer of professional techniques and values is the basis of the principles of judicial education.Instead of this, the European vector of state-building chosen by Ukraine prompts the urgent need for adaptation of Ukrainian legislation in the justice sector to the acquis communautaire of the EU, in particular in regards to the introduction of standards for judicial education as an important component in improving the quality and efficiency of national judiciary system, and increasing public confidence in judiciary system.
2

ЦІЛЬОВА ПРОГРАМА ПРОФЕСІЙНО-ПЕДАГОГІЧНОГО ВІДБОРУ СУДДІВ-ВИКЛАДАЧІВ – ФАКТОР РЕЗУЛЬТАТИВНОСТІ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ ПІДГОТОВКИ ПРОФЕСІЙНИХ СУДДІВ У СИСТЕМІ СУДДІВСЬКОЇ ОСВІТИ УКРАЇНИ

100%
Зуєва Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 9(73)
52-67
EN
Thearticlerevealstheimportanceoftheformationofprofessionaljudgesasoneofthemostimportantcriteriaforthecreationofanhonest, transparentandefficientjudiciary system, andhighlightstheimportantroleofcooperationoftheNationalSchoolofJudgesandtheCanadianproject “EducationofJudges – forEconomicDevelopment”. The judgebyallofhisactionsisobligedtoincreasetheauthorityofthejudiciary system, tostrengthenthecitizens’ faithintheintegrity, independence, impartialityandjusticeofthecourt. Cuddy’sinternalconvictionis a well-foundedconfidencethatisbasedonverifiablyestablishedfactsofobjectiverealityandbasedon a comprehensiveand in-depthstudyofallthecircumstancesofthecase. Theauthordiscussestheproblematicissuesregardingthe use ofinteractivetechniquesinadulteducationinthejudiciarysystemandhighlightstheimportantrole oftheteacherintheformationofthejudges’ consciousnessandunderstandingoftheimportantroleofthejudicialbranchinbuilding a democraticsociety. Self-reflexionoftheacquiredexperienceconvincesthattheabilitytotakeintoaccountthe psycho-physiological and emotionalinfluencesofcolorsonsubjectsofpedagogicalactivityineducationalspaceisalsoanexternalpedagogicaltechniqueofthe master-teacher. Afterall, theteachercansuccessfullyuse differentcolorstoorganizeclassroom/classroominterior, useappropriateshadesintheirclothingandsurroundingobjects, createmultimediapresentations, etc. Thelanguageofcolorisuniversal, itisperceivedequallyregardlessofnationalityandculture. Thatiswhyitisextremelynecessaryfortheteachernotonlytohaveknowledgeabouttheinfluenceofcolorsonthepsychoemotionalandphysicalconditionof a person, butalsotousethemprofessionallyintheorganizationofpedagogicalaction, especiallywhendevelopingthevalueexperienceofitssubjects. Thus, summarizingtheaforementionedaspectofthepsychologicalandpedagogicaltrainingofjudgesinthesystemofjudicialeducationinUkraine, wenotethatthenoveltyoftheapproachesisconnectedwiththeuseofkeyideasof psycho-pedagogy asanintegrativescience abouttheepistemologicalprinciplesofprofessionalactivityofthe teacher-master inrelationtoharmoniousdevelopmentof the personality, his/her pedagogicalskills. Neuropsychology isthebasisoftheinfluenceoftheteacher – themainsubjectofpedagogicalaction. Theconstructivityofthisapproachisseen, firstofall, intheholisticcombinationanduseofthelatestachievements, both of Nature Sciences andHumanities, inexplainingthenewpedagogicalphenomenaofthemoderneducationalsphere.
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