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ШЛЯХИ ФОРМУВАННЯ НАДІЙНОСТІ ПРАЦІВНИКІВ ОРГАНІВ ВНУТРІШНІХ СПРАВ ДО РОБОТИ В ЕКСТРЕМАЛЬНИХ УМОВАХ

100%
Білоус Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
36-44
EN
The article examines a complex problem of modern professional education − the way of Internal Affairs Agencies officers’ reliability formation to work in the extreme conditions. The definition of the notion "reliability" is given; its interpretation by the representatives of different branches of science is revealed. The article highlights some aspects of professional training of the Internal Affairs Agencies officers to work in the extreme conditions. It is emphasized that the pathways of formation Internal Affairs Agencies officers’ reliability is the introduction of new programs of training and combat preparation of the Internal Affairs Agencies officers; justification for the content of the new efficiency criteria of reliability; disclosure of the factors that influence the mental state in the process of professional training. It is noted that if professional training to work in the extreme condition applies to all stages (from the motivation to self-control and self-esteem), the professional reliability is formed at each stage to strengthen multiple repetition in various forms, since the emphasis therein is made on faultlessness of actions. The review of educational research on this problem has shown the presence of ways of forming the Internal Affairs Agencies officers’ reliability to work in the extreme conditions taking into account the specifics of law enforcement activities in the process of professional training. It is stressed that orientation of training on the reliability envisages the involvement of police officers training of professional skills, qualities, personality traits via the execution of varied exercises that imitate the extreme conditions in different forms. It is revealed that the problem of forming the Internal Affairs Agencies officers’ reliability to work in extreme conditions in the scientific and pedagogical research is relevant in view of the practical needs, modern demands to police work, particularly in the aspect of the value of human life and health. The prospects for further research of the ways of forming reliability of police officers to work in extreme conditions can be: new program training; training that is a component of reliability; performance criteria of reliability; factors that affect the mental state and psychological factors of reliability of police officers to work in extreme conditions.
2
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Criteria for diagnosing the level of students readiness for self-educational activities

63%
Soveiko Y. I.
Eunomia – Rozwój Zrównoważony – Sustainable Development
|
2021
|
issue 1(100)
149-157
EN
The article presents the results of a study to determine valid criteria for diagnosing the students level of readiness for self-educational activities. In the study as the psychological readiness for self-education author considers the desire to perform certain self-educational tasks, the ability to achieve the goals of self-education, the presence of moral and volitional qualities that contribute to the fulfillment of this task (responsibility, discipline, perseverance), understanding of the essence and the need of self-education for becoming a specialist. By technological readiness for self-educational activity, the author understands the ability to perform self-educational tasks, the ability to allocate time, organize, control, and adjust self activities. Based on the obtained results, it is concluded that the level of psychological readiness for self-education can be defined as the average arithmetic mean of students' assessments on a three-point scale of statements of the questionnaire "Readiness for self-educational activity": "I like to study on my own"; “I study additionally myself”; “I can independently achieve my goals of self-education”; “I realize that I will not achieve my goals without additional study”; “I study new things every day”; “I'm quite responsible”; "I'm quite disciplined." The level of technological readiness for self-educational activity is defined as the average value of expert assessments of self-educational skills and average assessments of students of their own ability to set goals and plan activities. The sum of these assessments makes it possible to judge the level of the student's readiness for selfeducational activity, as well as to correct the underdeveloped components of readiness. The validity of these criteria is confirmed by a statistical study revealing reliable links with the corresponding scales of the standardized questionnaires "General structure of activity" (GSA) E.Yu. Mandrikova and "Style of self-regulation of behavior" (SSB) by V.I. Morosanova.
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