FORMATION OF LEGAL CULTURE OF FUTURE TEACHERS IN THE CONDITIONS OF TRANSFORMATION OF THE EDUCATIONAL ENVIRONMENT
Bibliographic record
Abstract
The article is devoted to the theoretical and analytical study of the problem of forming the legal culture of future teachers in the context of the transformation of the educational environment, which is undergoing changes under the influence of democratic, regulatory, legal and socio-cultural factors. The work reveals the essence and structure of the legal culture of a teacher as an integral personal and professional formation that combines a system of legal knowledge, awareness of legal norms and values (legal awareness), as well as the ability to behave lawfully in the educational process. Particular attention is paid to the role of the teacher's legal culture in ensuring democratic transformations of society through the education of law-abiding citizens and the establishment of the principles of the rule of law, non-discrimination, and academic integrity in educational institutions. The article identifies pedagogical conditions that contribute to the effective formation of legal culture in students of pedagogical specialties: integration of legal components into academic disciplines, creation of a legal educational environment, application of active teaching methods and legal modeling. The current state of legal training of teachers in Ukraine is analyzed, in particular, the limited volume of legal courses, low level of legal awareness of students, and the absence of a systematic approach. Examples of international experience in training teachers for lawful professional activity are given, in particular, models of legal literacy in the USA, Canada, and EU countries. Based on the analysis of theoretical sources and practice, specific recommendations are proposed for improving educational programs, professional training of teachers, and creating institutional conditions for the development of the legal culture of future teachers as the basis of high-quality and safe education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".