Self-defense tactics as a component improvement of the professional competence of law officers in the postgraduate education system
DOI:
https://doi.org/10.32405/Keywords:
postgraduate education, professional competence, police officer, professional development, self- defense tactics, tactical trainingAbstract
It has been established that the military aggression against our country has actualized the issue of the professional competence of the employees of the National Police. On the basis of the analysis of situations of official activity of police officers, a low, and sometimes insufficient, level of professional competence formation was established.
The scientific literature has been elaborated, which highlights the peculiarities of the formation and improvement of the professional competence of police officers at various stages of professional training. Normative documents regulating the specifics of post-graduate education of police officers have been studied. The components of the post-graduate education system of police officers are highlighted. The thematic content of short-term and long-term professional development and specialization courses for police officers is considered.
It has been established that the stages of self-defense tactics improvement in the post-graduate education system are: 1) awareness by the law enforcement officer of the need for professional development and formation of self-defense tactics skills and the use of police coercion measures; 2) planning and formation of an individual strategy for the development of these skills; 3) direct practical activities for the implementation of assigned tasks, aimed at the development of relevant skills; 4) analysis and correction of activities related to the development of skills in self-defense tactics by a scientific and pedagogical worker. The key directions for improving skills in self-defense tactics and the use of coercive police measures in the system of postgraduate education of police officers have been identified, including: compliance with a number of pedagogical principles, the involvement of appropriate means, training methods, and in-depth practical orientation.
Prospects for further research consist in the substantiation and development of situational tasks from practical situations of official activity, taking into account the specialization of police officers undergoing training in the postgraduate education system.
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References
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