Training Of Future Lawyers Research Articles

Innovation educational activities as a prerequisite for quality training of future lawyers

The article analyzes a problem of innovative technologies implementation into teaching of law students. The main methods and forms of intensification of teaching and learning activity of future lawyers as a necessary condition of the professional competence formation are analyzed. The idea that the effectiveness of the training of future lawyers depends on a complex of pedagogical conditions, including those productive methods and technologies that provide achievement of targeted educational goals, and obtaining of educational content according to national and European standards and principles of quality assurance, taking into account the requirements of the labor market, is substantiated. The basic didactic requirements that ensure successful implementation of interactive teaching (organization of educational process as a comprehensive, partnership, intensive communication; creating a favorable, positive psychological atmosphere in the training collective; special organization of educational space) were analyzed. The influence of interactive learning on the development of professional competence is investigated. In particular, through fundamentalization and professional orientation of teaching, attention is drawn to a stable need in constant self-education and lifelong learning, development of skills and abilities to concentrate and effectively use with the aim to solve non-standard problems of professional activities received in learning process knowledge. Specific features of the organization of active teaching in which students are involved in the most productive cognitive activity, express independence and creativity in solving of educational problems are shown. Attention is also paid to the important characteristics of interactive teaching as a permanent active cooperation of all subjects of the educational process. Its influence on quality changes of a role of a teacher from a source of correct knowledge to a coordinator of corporate teaching and learning activities of students is grounded. The practical experience of situational modeling using as one of the types of interactive teaching in training of future lawyers is summarized. Its purpose is to acquire skills by students to participate in activities of public institutions, which is connected with their future professional activities, and also procedures of making of decision.

COMPETENCE APPROACH IN PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE LAWYERS

The article is devoted to the problems of formation psychological and pedagogical competence of future lawyers. The article describes components of psychological and pedagogical competence of future lawyers and its content in different periods of their psychological and pedagogical training. The author analyzes the possibility of applying the competency approach in psychological and pedagogical training of future lawyers, justifies components of their psychological and pedagogical competence in different periods of their psychological and pedagogical training. The findings allow determine the parameters of such competence and application of competence approach in psychological and pedagogical training of future lawyers

The case for clinical scholarship

<p>Lines between theory and practice have been blurred considerably in law teaching already, with the spreading influence of clinical legal education around the world.2 In this article, I address the implications of this trend on legal scholarship – the aspect of legal academia where theory-practice tensions tend to be strongest. Following a brief discussion of clinical education’s still uncertain place in the legal academy, I turn to the role of legal scholarship and the potential contributions of clinical education to legal academic literature. Rejecting the strongest criticisms voiced by some clinicians to the effect that scholarship adds little or no value to the primary mission of legal education, which is the training of future lawyers, I explore the many facets of an emerging “clinical scholarship” informed by clinical practice. I also reject the notion that scholarship is less important for clinicians than for other law faculty, by making the case that clinical scholarship strengthens clinical legal education by helping advance its two main goals of improving the quality of law practice and enhancing the public role of the profession.</p>

ЮРИДИЧЕСКАЯ КЛИНИКА КАК ИННОВАЦИОННАЯ ФОРМА ОБУЧЕНИЯ СТУДЕНТОВ-ЮРИСТОВ

The paper discusses the process of the modernization of Russian legal education, in which a special focus is on practical training of future lawyers; an important role in this process belongs to clinical teaching. There determined the value of a legal clinic as an organizational structure and a special training program. The integration of these values allows identifying the nature of the legal clinic as an innovative method for training law students; the essence of the method is to develop the students’ professional competences through dealing with “real” cases and solving real problems. The paper describes the content and programme of clinical legal education, presents an innovative (clinical) curriculum, including general and special training courses, areas of the legal clinic activity and rules for the legal work of students under the guidance of teachers to provide free legal services for low-income and underprivileged citizens. The author elaborates on possible offsite trips for the purpose of providing free legal aid and legal public awareness (the reception of citizens in the offices of government and municipal institutions, legal assistance to non-government organizations, thematic seminars, walk-in days, visits to the regions of the Republic, etc.). The author further analyses the role of the legal clinic at higher institutions and its value for students, teachers and clients.