PRINCIPLES OF PROFESSIONAL TRAINING OF FUTURE PRIMARY SCHOOL TEACHERS FOR LEGAL EDUCATION WORK WITH YOUNGER SCHOOLCHILDREN

Abstract

Contemporary processes taking place in Ukraine against the backdrop of military aggression, global trends of integration and globalization highlight the need for legal education, legal awareness, and legal education work with schoolchildren. This, in turn, highlights the issue of high-quality legal training for future teachers. The purpose of this article is to outline and analyze the basic principles of organizing the professional training of future primary school teachers for legal education activities in the context of the New Ukrainian School (NUS). To achieve this goal, the following tasks were solved: 1) to characterize the basic principles of professional training of future primary school teachers for legal education activities in the conditions of the New Ukrainian School; 2) to clarify the essence of the concept under study, taking into account the experience of professional training of future primary school teachers at Lesya Ukrainka Eastern National University. Research methods: analysis, synthesis, generalization, systematization, comparison. The article considers the professional training of future primary school teachers for legal education as one of the important directions of modernization of pedagogical education. As a complex, systematic, purposeful process of professional training of future primary school teachers for legal education of younger schoolchildren is implemented on the basis of the following principles: humanistic, legal, scientific, integration of theory and practice, activity-based, axiological, personality-oriented, reflective, and competence-based. The effectiveness of the professional training of future teachers for legal education work in the conditions of the NUS is ensured by the integration of legal knowledge into the educational process, the use of interactive innovative methods, the organization of reflective activities, and the creation of a favorable developmental pedagogical environment focused on the formation of legal competence. It has been proven that in the process of studying the educational component “General Pedagogy and History of Pedagogical Thought,” all components of a future teacher's readiness for legal education activities are formed: cognitive (legal knowledge); motivational and value-based (awareness of the importance of legal education activities); practical (ability to implement legal education tasks in practical work); the soft skills of future teachers are formed. Further research is needed to develop tools and methods for diagnosing the readiness of future teachers for legal education work with schoolchildren in the conditions of the New Ukrainian School.