FORMATION OF LEGAL COMPETENCE OF FUTURE TEACHERS THROUGH INNOVATIVE TECHNOLOGIES

The article presents a theoretical and methodological justification for the formation of legal competence among future teachers through the use of innovative technologies in the process of professional training. The authors analyze contemporary approaches to the integration of normative-legal knowledge into the educational process and emphasize the importance of combining traditional and activity-oriented teaching methods. A special role in the development of competence is played by problem-based lectures, group discussions, the case method, role-playing games, and course projects, which allow students to actively engage in solving legal issues close to real conditions of educational and socio-legal practice. It is demonstrated that such active participation promotes the development of cognitive and practical skills, critical thinking, the ability to argue and defend one’s position, as well as fosters awareness of personal responsibility in addressing legal and pedagogical tasks. The article highlights the importance of adapting learning tasks and case studies to the contemporary needs of society and the state, which makes the process of professional training more practically oriented and effective. Theoretical approaches, characteristics, and methodological features of innovative technologies, as well as their interaction within the professional training system of future teachers, are analyzed. Methods for combining problem-based lectures with activity-oriented forms of work are considered, which enable the formation of “living knowledge” and practical experience of the subject. The material presented has both methodological and practical significance, as it outlines directions for applying innovative technologies to the development of legal competence in teachers and proposes effective models for integrating various educational tools into professional training programs.