| Abstrakt: |
This paper studies the issues of professional training of law and history teachers. The author concluded that teachers’ professional training is mainly considered in the context of the formation of teachers’ professional competence, as their readiness and ability to organize teaching and educational activities in comprehensive schools, in general, and training in law and history, in particular. The structure of this competence as the result of teachers’ professional training determines the direction, content and nature of such training. Having analyzed the available works on this issue, the author has discovered the following. In this research field, a single conceptual apparatus has not been developed yet, which complicates the understanding of the problem itself and blurs its boundaries. It was found that the overwhelming majority of scholars are directly exploring the training of students in Pedagogical Universities. The forming stage of the professional orientation among the comprehensive school students to the teaching profession as well as a stage of teachers’ advanced training in institutions of postgraduate pedagogical education have remained largely unresearched. The professional training of law and history teachers as a systematic activity and education throughout life is considered one promising area of research. [ABSTRACT FROM AUTHOR] |
