Usage of interactive technologies in training of future lawyers

Abstract

The article substantiates the expediency of using interactive technologies in the training of future lawyers. A direct correlation between the effectiveness of preparing future lawyers for professional activity and how well and properly selected forms and methods of training were found. The features of traditional and innovative pedagogical technologies are highlighted. The purpose of interactive learning is to create an educator of learning conditions under which the student will discover, acquire knowledge and carry out self-preparation for professional activity. A feature of interactive learning methods is to encourage participants in the educational process to be active and interact. Designing the process of training future lawyers requires a clear definition of the purpose, content, methods, techniques, means of this process, interconnections and interdependence between its participants.
The author noted that the expediency of using interactive technologies in the training of future lawyers is determined by the specific features of this process and the requirements that society places on the professional qualities of legal professionals.
Among the methods of studying historical and theoretical legal disciplines is the method of “group discussion”. Attention is drawn to the fact that the use of the “group discussion” method corresponds to the main purpose of the process of training future lawyers – the development of independent legal (professional) thinking, communication skills and skills, which is important for shaping the professionalism of the future lawyer. The “group discussion” method is integrated (complex), since it involves training on certain topics-complexes containing materials of related subjects.
Successful introduction of interactive technologies into the training of future lawyers requires a systematic work, which first requires reviewing the content of training of pedagogical staff in order to form their professional readiness to work in the conditions of interactive training; second, to bring the educational process closer to the real requirements of the future professional work of lawyers.