Development of readiness for pedagogical activity of teachers of educational organizations of the Ministry of Internal Affairs of Russia

Currently, the formation and improvement of professional competencies of modern educators is highly relevant. This is due to the transformation of higher education, where the educator, as a carrier of culture, is a significant subject of interaction, directly participating in shaping the personal and professional experiences of students. In these conditions, the professional activities of educators in educational organizations of the Ministry of Internal Affairs of Russia become especially responsible, as they carry out the process of training and educating future employees of the internal affairs agencies of the Russian Federation, who will subsequently participate in maintaining the stability of our state. The model for the formation of professional pedagogical competence is aimed at the professional and pedagogical development of the teaching staff, including their mastery of key professional competencies, modern educational technologies, and teaching and upbringing methodologies. Research methods include theoretical analysis and systematization of empirical data obtained through diagnosing the readiness and leading professional pedagogical competencies of educators in educational organizations of the Ministry of Internal Affairs of Russia. The author’s methodology "Professional Competencies of Higher Education Instructors" (S.A. Pavlova, N.A. Semenova) was utilized. The novelty of the research lies in the fact that a model for the formation of pedagogical competence is proposed for the first time, which is based on comprehensive, competence-oriented approaches and is continuous. The core of the model is the readiness for professional pedagogical activity, upon which leading professional competencies (self-organizational, informational, interactive, multicultural) are formed at various levels (basic, advanced, specialized). Readiness is presented as a subjective characteristic of a professional and an integrative education, serving as a foundation for forming professional competencies and encompassing motivational-value, regulatory, and operational components, which enable individuals to cope with professional activities successfully by mobilizing psychological resources and realizing the significance of their work. Readiness acts as a system-forming factor for professional competencies. These provisions served as the basis for implementing a comprehensive approach in developing the content of professional retraining programs, advanced training, the School of Pedagogical Mastery program, and individual programs for professional pedagogical development of educators in educational organizations of the Ministry of Internal Affairs of Russia. The model is implemented at the Krasnodar University of the Ministry of Internal Affairs of Russia and positively affects the level of professional pedagogical competence, including that of novice educators.