A conceptual model for the formation of a professional worldview among students at universities of the Ministry of Internal Affairs of Russia

Pecherskiy Yurii Ivanovich Associate Professor; Department of Psychology and Pedagogy; Voronezh Institute of the Ministry of Internal Affairs of the Russian Federation 53 Patriotov Ave., Voronezh, Voronezh Region, 394065, Russia y.i.pechersky@mail.ru Other publications by this author

Introduction.

The modern world poses new challenges to law enforcement agencies that require employees not only professional skills, but also a deep understanding of legal and ethical norms, awareness of their role in society and readiness to perform complex tasks. O.A. Lastochkina notes that "in modern conditions, the priority is the formation of a worldview as a personal phenomenon based on a scientific picture the world, forms and methods of scientific knowledge, views, beliefs, values of the individual" ^{[6, p. 366]}. It is the professional worldview that is the foundation on which the effectiveness and responsibility of a police officer is built.

The cadets of the universities of the Ministry of Internal Affairs of Russia are future defenders of law and order, who are at the stage of actively forming a worldview that will determine their professional activities in the future. As follows from the study by V.I. Zabavka et al., "the majority of cadets and students, experiencing various difficulties, both objective and subjective, do not always know how to properly know and evaluate themselves, their capabilities, outline socially significant goals and ways to achieve them, need pedagogical help" ^{[1, p. 73]}. The development and implementation of a conceptual model for the formation of a professional worldview of cadets is an urgent task that allows to increase the effectiveness of training of employees of the Ministry of Internal Affairs of Russia and ensure their compliance with modern requirements.

The main part.

The professional worldview of an employee of the internal affairs bodies is a system of views, values, beliefs and principles that are formed in the process of professional training and develop in the course of professional activity, determining his attitude to his work, to society, to legal norms and to himself as a representative of law enforcement agencies.

O.A. Lastochkina presents the process of education and upbringing aimed at forming the worldview of cadets in educational institutions of higher education of the Ministry of Internal Affairs of Russia as "the formation of the worldview of a police officer corresponding to the realities of the development of modern society; humanization and humanitarization of the entire educational process; the priority of forming meaningful personal formations among cadets – scientific worldview knowledge, views, beliefs, ideals values, norms, orientation and actions; the formation of the personality of the main components in the structure of the worldview, such as cognitive, axiological, sociological, activity; the development of the main substantive aspects of the personal professional worldview of cadets; the orientation of pedagogical technology to the effective implementation of the process of forming the worldview of a police officer as a personal phenomenon in the educational process of the university of the Ministry of Internal Affairs of Russia" ^{[6, pp. 367-368]}.

The professional worldview performs the following functions:

regulatory: defines the norms of behavior, principles and rules that guide the specialist in his professional activity;

motivational: forms internal motivation to work, striving to achieve professional goals, satisfaction from fulfilling their duties;

meaning-forming: gives meaning to professional activity, helps to realize its importance and significance for society;

Integrative: combines knowledge, skills, values and principles into a single system, ensuring the harmonious development of a professional.

"The formation of ideological aspects among cadets and students of educational organizations of the Ministry of Internal Affairs of Russia, as future employees of the internal affairs bodies of the Russian Federation, is one of the main priorities in their education and training" ^{[8, p. 59]}, – G.V. Marchenko et al. points out.

The professional worldview of university cadets of the Ministry of Internal Affairs of Russia is a multi-level system that includes several components:

cognitive component (knowledge of legal norms, criminological theories, the specifics of law enforcement, the history of the Ministry of Internal Affairs of Russia, the basics of psychology, sociology, political science and other areas necessary to perform professional tasks, the ability to analyze and interpret information, apply knowledge in practice);

value-affective component (value orientations related to legal consciousness, morality, justice, honesty, loyalty to the oath, emotional attitude to one's profession, to people, to the law enforcement system as a whole);

motivational and competence component (motivation to perform professional tasks, readiness to apply knowledge and skills in specific situations, formation of competencies necessary for effective work in internal affairs bodies);

the reflexive component (self-analysis, self-assessment and self-development, critical reflection on one's professional activity, determining the direction for improving competencies).

V.N. Ustyuzhanin clarifies that "the formation of the worldview of cadets is a pedagogically directed, systemically built, synergetically oriented and verified system of cumulative actions, containing approaches and principles, substantive provisions, priority directions and management of the process of formation of the considered personal phenomenon" ^{[13, p. 156]}.

The formation of the professional worldview of cadets is a long process that occurs under the influence of many factors ^{[10, p. 144]}, both internal and external.

Internal factors include:

personal qualities (character, temperament, motivation, stress resistance, moral and ethical principles);

intellectual abilities (thinking, memory, attention, creativity);

the level of motivation (the desire to achieve professional goals, the desire to serve the Motherland, to protect the rule of law).

Let's define the external factors, they include:

educational environment (curricula, teaching staff, educational processes, practical training, interaction with fellow students, educational work ^{[12, p. 68]});

social environment (family, friends, public opinion, news, political situation);

professional environment (practice in law enforcement agencies, interaction with experienced employees, participation in special events).

"The technology of forming the worldview of a police officer in educational institutions of the Ministry of Internal Affairs of Russia," from the point of view of O.A. Lastochkina, "can be defined as a scientifically based sequence of application of educational tools and methods in accordance with the goals, objectives and principles of training and education of cadets, which are creatively designed and implemented by a teacher through the prism of his pedagogical culture, personal and professional abilities and characteristics" ^{[7, p. 683]}.

In our opinion, the development of a conceptual model for the formation of a professional worldview is based on the following principles:

consistency: the formation of a professional worldview should be carried out as an integral process, including all the components and factors described above;

integration: it is necessary to ensure a close connection of theoretical knowledge with practical skills, as well as the interaction of various subjects of the curriculum in order to form a harmonious picture of professional activity;

a personality-oriented approach: taking into account the individual characteristics of cadets, their motivation, values and interests;

activity: encouraging active cognitive activity of cadets, their participation in research work, discussions, projects and practical tasks;

creativity: the development of creativity, the ability to solve non-standard professional tasks;

practical orientation: ensuring close connection of the educational process with real law enforcement practice, conducting practical classes, internships, participation in special events;

ethics and morality: the formation of high moral and ethical qualities among cadets, responsibility before the law, society and the profession.

V.N. Ustyuzhanin focuses on the fact that "during the formation of a worldview, ideas and knowledge are transformed into the ideological part of individual consciousness; this is the process of internal acceptance of the acquired knowledge into the spiritual world of the cadet. At the same time, the very process of overcoming internal contradictions and developing beliefs is important, which does not always go smoothly. Much depends on the year of study, as well as on the independent and active assimilation and use of worldview knowledge by cadets" ^{[13, p. 157]}.

The author's conceptual model of the formation of a professional worldview includes several blocks:

target (requirements of regulatory legal acts, expectations of the state and society);

meaningful (it includes the highlighted components of the cadets' professional worldview, a step-by-step procedure for forming a professional worldview and a set of methods, techniques, forms and means of pedagogical interaction);

procedural (containing a complex technology and the stages of its implementation);

evaluation and criteria;

effective.

The formation of the professional worldview of cadets of universities of the Ministry of Internal Affairs of Russia seems to be a step-by-step process. Let's consider the stages of this process.

The first stage: introduction to the profession (1st year).

The purpose of this stage is to introduce the cadets to the history of the Ministry of Internal Affairs of Russia, the basics of law enforcement, the rights and duties of an employee of the internal affairs bodies.

Tasks:

1. Study of fundamental legislative acts in the field of law enforcement.

2. Introduction to the basic criminological theories, methods of crime prevention and detection.

3. The formation of the initial value orientations associated with the profession of a policeman.

4. Development of competencies necessary for effective work in the group.

Methods: lectures, practical exercises, role-playing games, discussions, meetings with experienced employees of the Ministry of Internal Affairs of Russia.

The second stage: deep immersion in the profession (2nd and 3rd courses).

The purpose of the second stage: in-depth study of special disciplines, the development of professional skills, the formation of a conscious attitude to their profession.

Tasks:

1. The study of specific aspects of law enforcement, depending on the specialty.

2. The development of professional skills in practical training, serving in security squads for their own facilities and territories, carrying out access and intra-facility regime in accordance with the developed instructions, patrolling the internal territory at night, etc.

3. Formation of critical thinking, the ability to analyze difficult situations, make responsible decisions.

4. Development of communication skills, teamwork, and the ability to effectively interact with citizens.

Methods: lectures, practical exercises, training, service in outfits.

The third stage: industrial practice and the beginning of independent professional activity (4th and 5th courses, independent professional activity after graduation).

Purpose: to apply the acquired knowledge and skills in real law enforcement practice, further professional development.

Tasks:

1. Participation in joint preventive measures, protection of public order and ensuring the safety of citizens carried out by territorial bodies of internal affairs at the district level.

2. Conducting the first independent work in the internal affairs bodies, under the supervision of an experienced mentor.

3. The application of professional knowledge and skills in real situations, participation in the investigation of crimes, assistance to citizens.

4. Continuous self-education, professional development, monitoring of changes in legislation and law enforcement practice.

5. Development of leadership skills, the ability to make independent decisions.

Methods: internship in the internal affairs bodies, participation in joint preventive measures, protection of public order and ensuring the safety of citizens (under the supervision of experienced mentors), practical work in the internal affairs bodies, professional training, advanced training, participation in special events ^{[11, p. 34]}.

The main elements of the conceptual model include: the educational process, educational work, practical training and psychological support. Let's look at each element separately.

The learning process. "The main feature of the specialties of the legal orientation is the legal vector of the educational process. The legal orientation of the training and education of cadets is determined by the number of legal disciplines that are studied by students and directly form their professional worldview," K.V. Isaeva believes. ^{[2, p. 494]}.

The educational process of the University of the Ministry of Internal Affairs of Russia involves:

development of modern curricula: inclusion in the curriculum of disciplines reflecting modern challenges and requirements for work in law enforcement agencies, in-depth study of the legislative framework, criminology, psychology and other disciplines;

the use of active learning methods: interactive classes, role-playing games, case studies, problem situations, project activities;

the use of modern information technologies: electronic learning resources, virtual simulators, online platforms for training and testing;

interaction with practical staff: inviting experienced employees of the Ministry of Internal Affairs of Russia as lecturers, conducting excursions, industrial practice in internal affairs bodies, involving cadets in protecting public order and ensuring public safety;

creation of training grounds: for conducting practical exercises and training simulating real situations.

K.V. Isaeva et al. notes that "legal knowledge underlies the legal consciousness of students at the University of the Ministry of Internal Affairs and forms ideological beliefs, principles, attitudes and focus on law enforcement, skills and abilities to use them in professional work at a level required for society and significant for the individual" ^{[2, p. 495]}.

The educational process includes two predominant interdependent modules: educational and organizational. A.P. Havrak et al. the organizational mechanisms of educational influence include: "1) the very way of life of students is relatively isolated from the external environment of their "being", filled, among other things, with official activities (outfits, military rituals, exercises, taking the Oath, wearing uniforms, special ranks, etc.); 2) a clear daily routine, where any deviation entails disciplinary responsibility; 3) subordination relations, which are predominantly of a subjective nature; 4) self-government, as a process of independent formation of ideological humanistic ideals, beliefs, organizational skills in the process of daily educational activities, develops skills of self-education and self-discipline" ^{[15, p. 47]}.

We support the position of Y.G. Khlopovskikh that "the specifics of professional activity and vocational training leave a certain imprint on a person's thinking, behavior, his attitude to the world, rebuild the entire value-motivational structure of a personality" ^{[16, p. 368]}.

S.N. Kipreev et al. note that "teachers and employees of educational organizations of the Ministry of Internal Affairs of Russia, authorized to carry out educational work, need to timely identify signs of the development of a destructive worldview among young police officers and take measures to eliminate threats. Destructive worldview finds expression in social networks, external attributes, tattoos, listened music, clothing style, in opinions expressed by a person on certain issues, etc." ^{[3, p. 123]}.

The main objectives of educational work are:

– Formation of patriotism and loyalty to the oath: fostering a sense of responsibility to the Motherland, law and order, studying the history of the Ministry of Internal Affairs of Russia, heroic deeds of employees. The relevance of the formation of the state-patriotic worldview of cadets is related to the fact that changes are taking place in different spheres of society and the state, in connection with which there is a deformation of the worldview of the younger generation, the erosion of moral values, the search for a new, far from the best role model ^{[8, p. 60]}.

"It is important to convey to students the point of view that, writes S.N. Kipreev et al., that today patriotism is the national spiritual idea of our country. It is necessary to reveal the specifics of the formation of a sense of patriotism and citizenship in the context of the formation of national identity. There is a need to form a national type of sense of patriotism in modern society in connection with the active use of national patriotic feelings by extremist organizations, which, hypertrophiing the concept of nation, form aggressive views among young people towards other ethnic groups. The bearers of an extremist worldview exploit the positive aspirations of citizens and involve them in destructive activities. Students should be explained in detail what is the difference between truly patriotic feelings from nationalism and Nazism" ^{[3, p. 124]}.

– The development of moral and ethical qualities: honesty, justice, decency, impartiality, tolerance, the formation of value orientations based on the principles of the rule of law.

– Development of team spirit: fostering the ability to work in a team, mutual assistance, and support each other.

– Conducting educational events: meetings with veterans of the Ministry of Internal Affairs, visits to museums and memorials, participation in volunteer actions, team games, sports competitions, joint projects.

– Creating an atmosphere of respect and trust: in the cadet team and between cadets and teachers.

Practical training. The following activities are organized as part of the practical training:

conducting practical exercises: using special equipment and simulators, practicing the skills of using weapons, special means and physical force, detaining criminals, providing first aid;

internships in the internal affairs bodies: participation in the work of experienced employees, observation of real law enforcement activities;

participation in practical events: protecting public order and ensuring public safety, checking supervised persons, carrying out preventive work with the public, patrolling streets;

creation of training grounds: for practicing practical skills in conditions close to real ones;

introduction to the profession of "mentoring": attaching cadets to experienced employees of the Ministry of Internal Affairs of Russia, who will train and guide them.

Psychological support. The main psychological support measures include:

psychological support of cadets: conducting psychological trainings, group and individual consultations;

formation of psychological readiness for professional activity: development of stress tolerance, self-control, ability to make decisions in extreme situations;

assistance in adapting to the learning process: creating a favorable psychological climate in the cadet team.

In addition, it is important to develop reflection skills in the process of studying subjects of the humanities cycle, and then the skills of personal self-development necessary for effective professional activity ^{[4, 5, 14]}.

The specifics of vocational education have a certain impact on attitudes, behavior and thinking. In addition, it modernizes the value-motivational structure of the personality. In this regard, the study of Y.G. Khlopovskikh is of interest, in which the value orientations of third-year cadets of a departmental university (VI GPS of the Ministry of Emergency Situations of the Russian Federation) and psychology students of a civil university (VSU) of a humanitarian orientation are compared. That is, there are two groups whose further professional activity will be heterogeneous. The analysis of the hierarchy of value preferences was carried out by means of a questionnaire by M. Rokich, which allows us to establish a hierarchy of both terminal and instrumental personality values.

The cadets identified the following most significant values and goals: health status, the presence of good and loyal friends, and a prosperous family life. The students considered the most important: life wisdom (prudence, reasonableness), the development of their abilities, creativity, self-confidence and the happiness of others.

The cadets attributed to the least important terminal values: love, self-confidence, the possibility of creative self-realization, contemplation of the beauty of nature and works of art, entertainment. Students in a similar category have identified: accuracy and striving for it, a sense of responsibility for decision-making, truthfulness, courage in defending one's point of view, tolerance.

Instrumental values, which are a means to achieve the goal, turned out to be different for cadets and students. The most significant in the opinion of the cadets were: competence, erudition, good manners, independence, responsibility. Among the students, the most significant were: optimism, jokingness, independence, breadth of views, discipline, restraint, tolerance and the ability to forgive.

The least significant for the cadets were: intolerance to their own shortcomings and the shortcomings of others, increased demands on life, comfort, caring, understanding, and efficiency in work. Students belong to this category: intelligence, hard work, rationality, steadfastness, fortitude, perseverance.

Based on the data obtained, Y.G. Khlopovskikh concludes that "instrumental values are of a pronounced professional nature and generally correspond to the specifics of the activities of a fire safety engineer and psychologist. This allows us to conclude that value orientations, as a characteristic integrating professional worldview and professional mentality, are formed already in the process of educational and professional activity and largely correspond to future professional activity" ^{[17, pp. 551-552]}.

Worldview values become the object of worldview assessments. They are the result of awareness. Fundamental norms arise from worldview assessments that define the concept of cadet actions. These life guidelines are usually referred to as norms. Ideological norms determine the magnitude and significance of a particular value. The norm is capable of acting as a target designation. "The value orientation of the worldview is also expressed in ideals, as a value system within which cadets realize and express their needs," writes V.S. Ostapenko ^{[9, p. 435]}.

Conclusion.

The implementation of the presented conceptual model for the formation of the professional worldview of cadets of educational organizations of the Ministry of Internal Affairs of Russia will achieve the following results:

1. Improving the quality of training for employees of the Ministry of Internal Affairs of Russia: training highly qualified specialists with a positive professional outlook, ready to work effectively in the internal affairs bodies.

2. Strengthening the moral and psychological climate in the cadet team: creating an atmosphere of respect, trust and mutual assistance.

3. Reducing the level of corruption and crime in the internal affairs bodies: the formation of unwavering loyalty to the oath, moral and ethical standards and a sense of responsibility to society among employees.

4. Increasing the level of public confidence in law enforcement agencies: through the formation of high professionalism, ethics and a sense of responsibility among employees of the Ministry of Internal Affairs of Russia.

The results of the implementation of the presented model will be taken into account when receiving information from cadets, teachers, employees of the Ministry of Internal Affairs of Russia, during the assessment of students' academic performance, their professional skills and moral and ethical qualities; when conducting sociological research, questionnaires, behavior analyses; during monitoring the results of graduates' professional activities; when making adjustments to the educational process and educational work. The conceptual model will be updated as necessary based on the data obtained.

The formation of the professional worldview of cadets of universities of the Ministry of Internal Affairs of Russia is a complex and multifaceted process that requires a systematic approach, integration of educational, educational and practical components. The developed conceptual model will ensure the training of future employees of the Ministry of Internal Affairs of Russia who are able to effectively perform their tasks, meet modern requirements and serve the interests of society.