A PEDAGOGICAL MODEL OF THE INTEGRATED DEVELOPMENT OF PROFESSIONAL VALUE ORIENTATIONS OF LAW ENFORCEMENT OFFICERS IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION, FOCUSED ON ACHIEVING THE THREE–PRONGED GOAL OF THE EDUCATIONAL PROCESS - TEACHING, EDUCATING, DEVELOPING

Gladkaya Natalia Vladimirovna

the article considers a pedagogical model of axiological content aimed at the comprehensive development of professional value orientations of employees of internal affairs bodies (hereinafter referred to as police officers) in the system of additional education. The proposed pedagogical model focuses on didactic and psychological-pedagogical conditions and provides for the integration of axiological content into all stages of learning (preparatory, basic and final). This pedagogical model is proposed and considered as a pedagogical condition that influences the effective development of professional value orientations (hereinafter referred to as PCO) of ATS employees in the system of additional professional education. The article examines the use of teaching methods of competence-based, activity-based, exploratory and creative approaches such as discussions and debates, presentation, problem presentation, role-playing, case studies, designed for the synchronous development of the main components of the OCR structure (cognitive, emotional, behavioral) of police officers in a limited time. The objectives of the proposed pedagogical model are aimed at achieving a three–pronged goal - teaching, educating and developing. To determine the feasibility of using this pedagogical model in the DPO system, a study was conducted of training managers (deputy managers) of the central office departments, territorial bodies of the Ministry of Internal Affairs of Russia at the district, interregional and regional levels, educational organizations of the Ministry of Internal Affairs of Russia on the topic: "Organization of fire safety measures at the facilities of the Ministry of Internal Affairs of Russia". The method of observation and pedagogical experiment were chosen for the study. The article describes the course of the pedagogical experiment in the control and experimental groups and the registration of observation data, and concludes that it is advisable to use this pedagogical model in the system of vocational training for police officers.

Keywords:pedagogical model, pedagogical conditions, teaching method, employees of internal affairs bodies, additional professional training programs, system of additional professional education, advanced training and retraining, professional value orientations, cognitive component, emotional component, behavioral component, didactic conditions, psychological and pedagogical conditions of training, development effectiveness, the three-pronged purpose of training