The dissertation presents theoretical and methodological substantiation of the concept, methodological system and pedagogical conditions for forming the psychological and pedagogical competence of future border guard officers, as well as the results of an experimental verification of their effectiveness in the conditions of a higher military educational institution.
The basis of the dissertation is the provision of competence, activity, personal, system, integrative and context-based approaches, taking into account the features of structural-functional, reflexive, cognitive and humanistic approaches, as well as a complex of general-educative and specific principles of professional training for future officers-border guards.
The analysis of scientific and methodological literature, the peculiarities of the professional activity of border guard officers, the experience and practice of teaching general-military and military-special disciplines allowed to determine that the psychological and pedagogical competence of future border guard officers is an integrative personality characteristic that represents the unity of a combination of psychological and pedagogical knowledge , abilities, skills, adequate for educational situations of actions and operations, personal pedagogical and psychologically important qualities, as well as cities to personally readiness for successful interaction and communication with subordinate staff and to solve psychological and pedagogical tasks of professional activity.
The content and structure of psychological and pedagogical competence of future border guard officers, which is considered as the unity of four components: motivational, cognitive-activity, reflexive-action and emotional-volitional, are revealed in the dissertation. Characterized the criteria (motivational-ideological, content-activity, behavioral, emotional-volitional), indicators and levels of its formation in future border guard officers. The author's conception of forming the psychological and pedagogical competence of future border guard officers is proposed, which is based on the results of the analysis of pedagogical theory, the study of foreign experience, as well as the practice of training future officers and covers three interrelated concepts: theoretical, methodological and methodical-technological.
It has been determined that the formation of a given personal characteristic can take place on four levels (low, average, sufficient, high), and each of the levels of formation has its own peculiarities of the motivational, personal, cognitive and emotional and volitional spheres of the personality of the cadet.
The pedagogical conditions are theoretically grounded and isolated and a methodical system for forming the psychological and pedagogical competence of future border guard officers has been developed. The technology of implementation of the methodical system in the educational process is described, the model of formation of the investigated competence is designed and the efficiency of the methodical system is experimentally verified. Appropriate teaching and methodological support is offered and methodical recommendations for all the subjects of formation of psychological and pedagogical competence of future border guard officers are developed.
In the course of an experimental study, the effectiveness of the developed methodological system was checked and its efficiency proved at a sufficiently high level of statistical significance.
Measures that ensure implementation of the methodological system and pedagogical conditions in the educational process are the use of active and interactive methods of training during training, a number of personality development and motivational trainings for students, optimization and improvement of content of educational disciplines and the content of methodical training of students, implementation of a number of methodological occupations for scientific and pedagogical workers and commanders of cadet divisions regarding their preparation for implementation of the results of the research conduction, developing programs for deepening elective psychological, pedagogical and methodological training of students, development of guidelines on the implementation of the process of teaching combined military and special disciplines reasonable and selected aggregate and active and interactive methods of learning.
