Interactive Teaching Methods at the University as a Mean of Legal Competence Formation

• Main Authors: Elena Ibragimova, Liliya Bakulina
• Format: Article
• Language: English
• Published: Pensoft Publishers 2019-11-01
• Series: ARPHA Proceedings
• Subjects: legal competence; structure of legal competence; i
• Online Access: https://ap.pensoft.net/article/22151/download/pdf/

The article is devoted to the analysis of the actual problem associated with the disclosure of the characteristics of interactive teaching methods at the University and their pedagogical capabilities in the formation of legal competence of students. The purpose of the study was to identify pedagogical opportunities of interactive teaching methods in the formation of legal competence of students – future lawyers on the basis of theoretical analysis of scientific literature. Research methods: theoretical (analysis of scientific and pedagogical literature on the problem, comparison, generalization, transfer, etc.), empirical (questioning, observation). The paper shows that legal competence is an integrative concept that includes a set of competencies in the field of law, the ability to perform socially significant functions in society, as well as the readiness of the individual to conscious active work to prevent and eliminate illegal behavior of citizens. The structural components are identified and the classification of the functions of legal competence is given, which includes two groups: invariant (reflecting the essence of the phenomenon described by this concept) and variable (reflecting the specific changes occurring with the phenomenon under study at this stage of its development). The main features of interactive teaching methods in higher education influencing the formation of legal competence of students are revealed. It is shown that interactive teaching methods have, along with the content of training, an independent potential for the development of legal competence of future lawyers. This potential is associated with the activation of students’ thinking, increasing the density of emotionally rich communication of participants, ensuring that individual characteristics are taken into account in the learning process.