PROFESSIONAL PREPAREDNESS OF SPECIALISTS FOR THE JUDICIARY: GENESIS AND DEVELOPMENT OF THE CONTENT OF THE CONCEPT

Abstract

The article is devoted to the problem of professional preparedness of the specialists for judicial system in the professional mediation and communication activities in the context of the transition to the sixth information-network technological paradigm. It traces the genesis of the concept of professional preparedness from the standpoint of psychological and pedagogical approaches. The authors consider the development of the concept’s content in a historical retrospective. The interrelation between the concepts of professional preparedness, competence and competency is shown. Emphasis is placed on the fact that the theoretical and methodological analysis contributes to the comprehension of existing and developing of new models of training of specialists for the judicial system in the professional mediation and communication activities, searching for the innovative pedagogical technologies and teaching methodological systems in the professional training of the future specialists in mediation and communication activities. The problem of the genesis of the concept “professional preparedness” remains in the field of research, supplementing the latter with the necessary component for specific research, obtaining previously unknown transformations of already existing interpretations, and proposing new models for the development of future professionals’ professional activity. The study of the genesis of the concept allowed the authors to come to an understanding of professional preparedness as a complex integrative formation, acting as a link between professional competence and professional competency. The analysis of psychological and pedagogical sources on the problem under study has shown that the actualization of the problem of professional preparedness of a specialist for judicial system to professional activity in general and its genesis, in particular, is of great importance for pedagogy of higher school. The theoretical significance of this study is determined by the fact that the received in the course of the study data not only contribute to clarifying the scientific interpretation of the concept “professional preparedness”, but also promote the development of higher school pedagogy theory in the context of formation of professional preparedness of specialists for the judicial system.