Model for developing the methodological culture of teachers of law disciplines through training sessions
Abstract
The article substantiates and develops a structural-functional model for fostering the methodological culture of teachers of law disciplines through training sessions. The relevance of the topic is driven by increasing requirements for the quality of higher legal education, the transition of higher education institutions to student-centered and competence-based learning, and the need for methodologically well prepared teachers capable of designing the content of educational components, developing assessment criteria, integrating digital tools, providing feedback, and building subject-subject interaction with students. The purpose of the study is to provide a theoretical substantiation of the model for developing the methodological culture of teachers of law disciplines through training sessions and to identify its conceptual foundations, structural blocks, pedagogical conditions, criteria, and expected outcomes. The study is theoretical in nature and incorporates elements of conceptual modeling and a structured literature review. The research consisted of the following stages: descriptive-analytical, conceptual-prognostic, the stage of selecting methodological approaches, conceptual modeling, and synthetic-generalizing, each of which relied on methods that enabled a well-grounded investigation. The article addresses the issue of holistic modeling of the process of developing the methodological culture of teachers of law disciplines and determines the potential of training sessions as an integrated means of developing value-motivational, cognitive, operational-activity, communicative-facilitative, and reflective-creative components. The proposed model includes interconnected blocks: socio-demand and normative-determinative, target, conceptual-methodological, content-related, organizational-processual, training-technological, and diagnostic-resultative. It is proved that training sessions should be regarded not as an auxiliary form of professional development, but as a mechanism of intensive professional and methodological growth of a specialist. The pedagogical conditions for implementing the model, the criteria and indicators of the development of methodological culture, as well as the levels of its formation, are identified.
Downloads
References
Hrynova, V. M. (2015). Pedahohichna kultura maibutnoho vchytelia – orhanizatora mizhkulturnoi vzaiemodii shkoliariv [Pedagogical culture of the future teacher as an organizer of intercultural interaction of schoolchildren]. Naukovyi visnyk Pivdennoukrainskoho natsionalnoho pedahohichnoho universytetu imeni K. D. Ushynskoho [Scientific Bulletin of the South Ukrainian National Pedagogical University named after K. D. Ushynsky], 1, 130-133. http://dspace.pdpu.edu.ua/bitstream/123456789/3574/1/Grin%E2%80%99ova.pdf [in Ukrainian]
Verkhovna Rada Ukrainy. (2017, September 5). Zakon Ukrainy “Pro osvitu” No. 2145-VIII [Law of Ukraine “On Education” No. 2145-VIII]. https://zakon.rada.gov.ua/laws/show/2145-19#Text [in Ukrainian] Kniazheva, I. A. (2015). Sutnist fenomena “metodychna kultura vykladacha vyshchoi shkoly” [The essence of the phenomenon “methodological culture of a higher school teacher”]. Zbirnyk naukovykh prats Khersonskoho derzhavnoho universytetu. Pedahohichni nauky [Collection of Scientific Works of Kherson State University. Pedagogical Sciences], [in Ukrainian] 67, 240–245. https://ps.journal.kspu.edu/index.php/ps/article/view/3140
Lukashenko, A. (2023). Tsinnosti yevropeiskoho vyboru Ukrainy ta pravova pedahohika [Values of Ukraine’s European choice and legal pedagogy]. Filosofski ta metodolohichni problemy prava [Philosophical and Methodological Problems of Law], 1(25), 71–77. https://doi.org/10.33270/01232502.71 [in Ukrainian]
Mudruk, S. O. (2018). Stan yurydychnoi osvity v Ukraini: Analitychne doslidzhennia za rezultatamy osvitnikh vymiriuvan [The state of legal education in Ukraine: An analytical study based on educational measurement results]. [Publisher not specified] [in Ukrainian]
Nychkalo, N. H. (2018). Vyperedzhuvalna funktsiia naukovo-metodychnoho zabezpechennia rozvytku profesiinoi osvity i navchannia [The anticipatory function of scientific and methodological support for the development of vocational education and training]. In Naukovo-metodychne zabezpechennia profesiinoi osvity i navchannia: Zbirnyk materialiv XII zvitnoi Vseukrainskoi naukovo-praktychnoi konferentsii [Scientific and methodological support for vocational education and training: Proceedings of the 12th All-Ukrainian reporting scientific and practical conference] (pp. 13–20). https://core.ac.uk/download/pdf/159118757.pdf [in Ukrainian]
Onyshchenko, O. O. (2024). Metodychna kultura vykladacha pravovykh dystsyplin: doslidzhennia fenomenu [Methodological culture of a teacher of legal disciplines: Research on the phenomenon]. Problemy inzhenernopedahohichnoi osvity [Problems of Engineering and Pedagogical Education], 83, 60–73. https://doi.org/10.26565/2074-8922-2024-83-06 [in Ukrainian]
Pavlenko, O. O. (2021). Kryterii, pokaznyky ta rivni sformovanosti metodychnoi kultury vykladacha ekonomiky [Criteria, indicators, and levels of formation of the methodological culture of an economics teacher]. Naukovi zapysky. Seriia: Pedahohichni nauky [Scientific Notes. Series: Pedagogical Sciences], 194, 40–46. https://doi.org/10.36550/2415-7988-2021-1-194-40-46 [in Ukrainian]
Prima, R. M. (2014). Innovatsiina metodychna kultura maibutnoho pedahoha yak priorytetna skladova chastyna yoho profesiinoi kompetentnosti [Innovative methodological culture of the future teacher as a priority component of professional competence]. Naukovyi visnyk Skhidnoievropeiskoho natsionalnoho universytetu imeni Lesi Ukrainky
[Scientific Bulletin of Lesya Ukrainka East European National University], 8, 23–26. https://evnuir.vnu.edu.ua/items/547b140b-82a3-4db7-b694-e3f03957d164 [in Ukrainian]
Ministerstvo osvity i nauky Ukrainy. (2024, October 16). Pro zatverdzhennia profesiinoho standartu “Vykladach zakladu vyshchoi osvity”: Nakaz No. 1466 [On approval of the professional standard “Teacher of a higher education institution”: Order No. 1466]. https://mon.gov.ua/npa/pro-zatverdzhennia-profesiinoho-standartuvykladach-zakladu-vyshchoi-osvity1466 [in Ukrainian]
Prokopchuk, V. (2017). Metodychna kompetentnist vchytelia istorii ta pravoznavstva yak skladova profesiinoi kompetentnosti [Methodological competence of a history and law teacher as a component of professional competence]. Pedahohichnyi chasopys Volyni [Pedagogical Journal of Volyn], 2(5), 95–102. https://evnuir.vnu.edu.ua/server/api/core/bitstreams/2ef229f3-cf57-4d85-b902-7f176525dd5e/content [in Ukrainian]
Sorochan, T. M., & Bilonozhko, O. V. (2021). Pedahohichni umovy rozvytku profesiinoi kultury vchyteliv litseiu v systemi metodychnoi roboty [Pedagogical conditions for the development of the professional culture of lyceum teachers in the system of methodological work]. Visnyk pisliadyplomnoi osvity. Seriia “Osvitni nauky” [Bulletin of Postgraduate Education. Series “Educational Sciences”], 17(46), 161–175. https://lib.iitta.gov.ua/id/eprint/727551/1/Pedagogika_Sorochan%2C_Bilonozhko.pdf [in Ukrainian]
Ministerstvo osvity i nauky Ukrainy. (2022, July 20). Standart vyshchoi osvity za spetsialnistiu 081 “Pravo” dlia druhoho (mahisterskoho) rivnia vyshchoi osvity [Higher education standard in specialty 081 “Law” for the second (master’s) level of higher education]. https://mon.gov.ua/storage/app/media/vishcha-osvita/zatverdzeni%20standarty/2022/07/21/081-pravo-magistr-zizminami-643-20032023.pdf [in Ukrainian]
Council of Europe. (2024, June 18). HELP for Ukraine: Strategy for the implementation of HELP courses into the educational process of Ukrainian higher education institutions. https://www.coe.int/en/web/help/-/over-350university-representatives-from-ukraine-met-at-a-conference-on-the-role-of-legal-education-in-times-of-warand-in-post-war-reconstruction
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87–100. https://doi.org/10.1177/1469787404040463
Kálmán, O., Tynjälä, P., & Skaniakos, T. (2020). Patterns of university teachers’ approaches to teaching, professional development and perceived departmental cultures. Teaching in Higher Education, 25(5), 595–614. https://doi.org/10.1080/13562517.2019.1586667
Kärkkäinen, K., Jääskelä, P., Tynjälä, P., & others. (2023). How does university teachers’ pedagogical training meet topical challenges raised by educational research? A case study from Finland. Teaching and Teacher Education, 128, Article 104088. https://doi.org/10.1016/j.tate.2023.104088
Kohan, M., Changiz, T., & Yamani, N. (2023). A systematic review of faculty development programs based on the Harden teacher’s role framework model. BMC Medical Education, 23, Article 910. https://doi.org/10.1186/s12909-023-04863-4
Myllykoski-Laine, S., Postareff, L., Murtonen, M., & Vilppu, H. (2023). Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education. Higher Education, 85, 937–955. https://doi.org/10.1007/s10734-022-00873-1
Pleschová, G., & McAlpine, L. (2015). Enhancing university teaching and learning through mentoring: A systematic review of the literature. International Journal of Mentoring and Coaching in Education, 4(2), 107–125. https://doi.org/10.1108/IJMCE-06-2014-0020
Postareff, L., Lindblom-Ylänne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557–571. https://doi.org/10.1016/j.tate.2006.11.013
Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). (2015). https://www.enqa.eu/wp-content/uploads/2015/11/ESG_2015.pdf
