Determination of motivation and the level of development of competencies in the study of the discipline "fire training" at the Faculty of vocational training

Vorozhtsov Aleksandr Mikhailovich ORCID: 0000-0002-4316-8386 PhD in Sociology Associate Professor, Deputy Head of the Department of Fire Training, East Siberian Institute of the Ministry of Internal Affairs of Russia 664017, Russia, Irkutsk region, Irkutsk, Goncharova str., 30 vam1976@rambler.ru Other publications by this author

Zhukov Viktor Mikhailovich Associate Professor, Department of Firearms Training of Omsk Academy of the Ministry of Internal Affairs of Russia 644092, Russia, Omsk region, Omsk, Komarova str., 7, 1 vizhu100872@gmail.com Other publications by this author

At the present stage of the development of the system of higher professional education and vocational training in Russia and in the internal affairs bodies in particular, it is crucial not only for students to receive ready-made knowledge, skills and abilities, but also to develop the ability to apply the acquired knowledge, to be able to independently solve emerging tasks in the performance of official duties. "...The processes taking place in the country and the world affect almost all the main structures of the state and force them to be in a state of constant reform. ... at the same time, the main link remains the identity of a law enforcement officer" ^{[1, p. 354]}. Taking this into account, it is necessary to intensify internal processes to obtain the necessary professional knowledge, to concretize and form professional and value orientations for further service in the process of initial training. "... The result of such professional training with this approach should be personal and professional readiness - an internal psychological state and a level of professional development at which a person from personal motives is able to successfully carry out a specific type of professional activity..." ^[2]. With this approach to training, one of the main tasks of educational organizations will be solved – training specialists for independent practical activities.

According to a subjective point of view, the current educational system of the Ministry of Internal Affairs of Russia does not fully meet the tasks of forming a professionally trained specialist ^{[1; 3; 4; 5; 6 In particular, fire training classes in a shooting range or shooting range, using classical methods of training shooting athletes, do not create sufficient opportunities to form the readiness of a future specialist for the effective and lawful use of firearms in practice. In real official activity, the specifics of applying this measure of coercion differ significantly from shooting at a shooting range, when you have to shoot in ideal conditions. Starting from the presence of artificial lighting, the absence of wind, precipitation and negative temperatures. In addition, shooting is carried out without outerwear. All this makes it much easier to obtain the necessary skill, but it distances us from the practical conditions of using weapons [7]}. At the same time, as a result of mastering competencies, an employee should receive a certain set of abilities to perform their professional duties.

The formation of professional abilities or competencies is regulated by Federal State Standards of Higher Professional Education. According to these standards, as a result of mastering the training program, graduates should have the following general professional competencies:

– the ability to lawfully and effectively use and use in professional activities service weapons, physical force, special means and special equipment used in the activities of law enforcement agencies through which personnel are trained, provide first aid, ensure personal safety and the safety of citizens in the process of solving official tasks;

– the ability to carry out actions to forcibly suppress offenses, detain and escort offenders, lawfully and effectively use and use service weapons, special means.

For persons undergoing vocational training, the knowledge, skills and abilities that employees who have completed initial training should possess are reflected in the main vocational training programs. In particular, skills, in the context of fire training, include:

– lawful suppression of illegal actions with the use of service weapons, including in extreme situations;

– the use of firearms in accordance with the requirements of the Law on Police and in compliance with personal security measures.

During the implementation of educational programs of vocational training, the question arises about the correlation of their content with the real demands and expectations of listeners. To this end, before starting the study of the discipline "Fire training", students were asked to take a questionnaire, during which they had to answer the question "What results do you want to achieve in fire training classes" and choose several answers. Of the proposed answers, 68 (87.2%) of the listeners expressed a desire to learn how to shoot a pistol; 55 (70.5%) wanted to know the device and principle of operation of a pistol; 20 (25.6%) of the listeners expressed a desire to get rid of fear of weapons; 42 (53.8%) replied that they want to learn how to lawfully and effectively use weapons and only one listener replied that he didn't want to learn anything. We have not received any explanations about this reluctance. As can be seen from the data obtained, most of the students have sufficient motivation and desire to learn.

At the end of the training, after passing the exam in the discipline "Fire training", the same students were asked to continue the questionnaire and answer several more questions regarding the results of mastering the program and the difficulties encountered. At the same time, the survey participants were not reminded of the answers they had previously given about the expected learning outcomes. To the question "What results have you achieved in fire training classes", the answers were distributed as follows: 69 (88.5%) of the listeners learned how to shoot a pistol; 62 (79.5%) of the listeners learned the device and principle of operation of the pistol; 31 (39.7%) of respondents stopped being afraid of weapons; 44 (56.4%) of the respondents We have learned how to use weapons lawfully and effectively. No listeners who have learned anything have been identified.

Comparing the initial expectations with the results achieved, you can see that one more listener has learned how to shoot a pistol, 7 more listeners know the device and principle of operation of a pistol, 11 more listeners have stopped being afraid of weapons, 2 more listeners have learned how to lawfully and effectively use weapons. The student, who initially did not want to learn anything, eventually mastered the training program and formed the necessary abilities and skills. The majority of students stated that their expectations from classes coincided with the achieved results of 67 (86.9%), 11 (14.1%) respondents did not.

In total, 78 students undergoing initial training and learning to shoot participated in the study. Let's look at their answers to the proposed questionnaire questions. The answer to the question, "Which section of fire training was the most difficult for you", the answers were distributed as follows: 26 (33.3%) students had difficulty studying the material part of the weapon; studying the principle of operation and interaction of parts and mechanisms of the pistol caused difficulty for 16 (20.5%) listeners; 37 (47.4%) indicated difficulties in perceiving delays in shooting and ways to eliminate them; 7 (9%) people had difficulty learning about safety measures when handling weapons and ammunition; one (1.35%) listener had difficulty learning how to act on commands; 7 (9%) had difficulty meeting standards; 11 (14.1%) respondents indicated difficulties in the practical implementation of shooting exercises. It is worth noting that the number of students who were given the most difficult theoretical section of fire training exceeds the number of students who were given the most difficult practical section. This may indicate both the low ability of students to master theory (the ability and desire to learn a particular material), and possibly weak requirements on the part of the teaching staff when studying the theoretical section, belittling the importance of its study, as well as a greater emphasis on the formation and improvement of motor skills due to the short period of study. Based on this, let's assume that teachers need to constantly motivate students during the training period and remind them that there is no theory without practice and vice versa.

These conclusions partially confirm the answers to the following questionnaire question: "Which section of fire training was the easiest for you." The answers were distributed as follows: 19 (24.4%) of the listeners easily mastered the material part of the weapon; 9 (11.5%) indicated ease in mastering the principle of operation and interaction of parts and mechanisms of the pistol; 7 (9%) noted that they easily studied delays in firing and ways to eliminate them; 30 (38.4%) easily learned safety measures when handling weapons and ammunition; 47 (60.3%) did not have difficulty studying actions by teams; 36 (46.2%) people indicated free fulfillment of standards and practical shooting exercises.

Analyzing the answers, we came to the conclusion that practical actions with weapons (standards, practical execution of shooting exercises), as well as sections that contribute to and are directly related to practical actions (compliance with safety measures, performing actions with weapons on commands) caused the least difficulties in mastering the discipline "Fire training". This allows us to conclude that the predominance of a practical orientation in the organization and conduct of classes, which is undoubtedly a positive moment in the organization of the educational process associated with short study periods and a large amount of information studied during initial training. However, despite the existing practical orientation of the classes, to the question, "What do you think can be changed or added to the organization of fire training classes": 24 (30.8%) of the listener suggested increasing the number of practical classes; 29 (37.2%) of the listener said that nothing needs to be changed, they are satisfied with everything; 5 (6.4%) proposed to improve and diversify the material base. Thus, participants in the educational process note the importance of the practical orientation of training using modern weapons and ammunition.

After answering all the questions in the questionnaire, the students were reminded of their initial level of motivation for fire training. Remembering their results, many changed their initial answer. The majority of listeners, 91%, now answer that they want to learn how to use weapons lawfully and effectively.

It is worth noting that the practical orientation of training should be based not only on the formation of skills in handling weapons, but also on the analysis of the conditions of use of weapons by law enforcement officers and situations modeled on the basis of such an analysis of their use. Referring to the analysis of the use of firearms by employees of the Ministry of Internal Affairs of Russia, it can be concluded that the conditions for the use of weapons in practice differ from the conditions of training in an educational organization ^[8]. In our opinion, based on the opinion of other researchers, when organizing the educational process, it is necessary to use pedagogical technologies that allow you to work out more simulated situations in the classroom ^{[2; 3; 7; 8; 9, 10]}.

At the same time, these technologies must necessarily include the following components:

1. Legal training aimed at the formation of professional abilities for the lawful use of service weapons.

2. Tactical training aimed at developing a variety of skills in the use of firearms related to the ability to use handguns for shooting, methods of movement, use of shelters, determining the degree of resistance, objective conditions for the use of firearms (the presence of shelters, ricocheting surfaces, the possibility or absence of the possibility of harming third parties, etc.).

3. Technical training aimed at developing the skill of high-speed shooting in various conditions, as well as the ability to use the knowledge, skills and abilities formed in the field of fire training for the purpose of using firearms.

To implement the proposed technologies, a system of shooting exercises is proposed that to varying degrees simulate the situation of using firearms in practice: "Shooting at a stationary target when entering and inspecting a room", "Shooting at a target moving in the direction of a police officer", "Shooting at several targets with the transfer of fire along the front and into the depth", "Shooting in the presence of unauthorized persons in the line of fire", "Shooting using cover", "Shooting in poor visibility conditions", etc. The successful implementation of the proposed exercises is facilitated by solving situational tasks using mock-ups of polygons and shooting ranges, table figures modeling the target environment, which will allow students to form skills of the legal foundations of the use of weapons, as well as tactical actions by one or in a group of employees.

To assess the effectiveness of the proposed technology, we identified experimental and control groups, and conducted pilot work on the basis of the Omsk Academy of the Ministry of Internal Affairs of Russia. The determination of motivation and the level of development of competencies was assessed according to the following criteria: optimal, acceptable, critical, unacceptable. The analysis of the final result showed that its growth in the experimental group compared to the control group was at least 30%.

Thus, for the implementation of the proposed technologies for training cadets and students of educational organizations of the Ministry of Internal Affairs of Russia to use service weapons in the course of their official activities, it will be most productive if interdisciplinary and interdepartmental integration is used with the involvement of the teaching staff of specialized departments such as fire training, tactical and special training, as well as the Department of Administrative Law and Administrative Activities.

It is assumed that the outlined pedagogical technologies for determining motivation and the level of development of competencies in the study of the discipline "fire training" will allow us to achieve the goal of our work based on the introduction of the following didactic principles:

1. Implementation of systematic monitoring of the quality of assimilation of the studied material.

2. Conducting comprehensive interdisciplinary classes in special disciplines (fire, tactical and special training, administrative law and administrative activities).

3. The introduction of the method of modeling situational tasks into the educational process, as close as possible to the practical activities of police officers.

4. Training in methods of analyzing and anticipating situations involving the use of firearms.

5. Studying real situations of using weapons.

The training of motivated employees is easier and faster. The task of fire training teachers is to find the right words and examples from their professional activities to create a motivational background in the classroom. Solving situational tasks in the classroom allows you to fully form the professional competencies of a police officer in real conditions of official activity. At the same time, the emphasis is on active methods that can motivate students and contribute to the formation of personal competencies through the assimilation by future police officers of the content of the main types of future professional activities, allowing them to acquire special experience.