Russian Federation
UDK 378.1 Организация высшего образования. Организация работы высшего учебного заведения
GRNTI 14.35 Высшее профессиональное образование. Педагогика высшей профессиональной школы
OKSO 44.00.00 Образование и педагогические науки
BBK 745 Профессиональное и специальное образование
TBK 80 Гуманитарные науки в целом
BISAC EDU002000 Adult & Continuing Education
Introduction. The modern development of future police officer's personality is impossible without understanding the essence of professional communication. The article deals with the organisation of educational environment by including students in extracurricular activities. These activities are considered to be a pedagogical condition as an organised set of activities that solve a special task of forming professional communication of a future police officer. The author indicates the main directions of extracurricular activities taking into account the specifics of the educational environment of the educational organisation of the Ministry of Internal Affairs of Russia (various types of practice, research extracurricular activities, professional and moral education and cultural development, work of lecture groups). Research methods: analysis of scientific and methodological literature and documentary resources, survey (based on A. A. Rukavishnikov's questionnaire of interpersonal relations, testing of students according to the method “Social Distance Scale” (E. Bogardus), questionnaire survey). Results of the research. According to the results of including students in extracurricular activities as a pedagogical condition for forming professional communication the author obtained data indicating the factor “self-orientation”, which showed the tendency to decrease this indicator from 58,18 % to 37,18 % (p=0,01), the change to “orientation to interaction” from 17,44 % to 29,79 % (p=0,01) and “orientation to the task” from 24,54 % to 32,78 % (p=0,05). The positive result in the formation of professional communication was expressed in specially organised directions, forms and methods of work of extracurricular activities, where students had to understand the essence of quality problem solving in interaction and cooperation. The basis included intellectual creativity, ideas and knowledge of the theoretical foundations of the communication process, teamwork with regard to individual preferences. The students who participated in extracurricular activities more often showed initiative in communication, took responsibility (“proactive type”), and controlled emotional and behavioural manifestations from 40,22% to 64,89% (p≥0.01) in communication with different categories of subjects. Thus, among the students included in various directions of extracurricular activities, the effectiveness in the building professional communication, initiative, ability to respond more adequately to changes in the communicative situation with different categories of citizens, to prevent conflict reactions were noted.
extracurricular activities, directions of extracurricular activities, forms and methods of group and individual work, pedagogical condition, students, professional communication
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