Main professional competences of lecturers of educational organisations of the Ministry of Internal Affairs of Russia with different pedagogical activity experience

Introduction. The article describes theoretical and empirical data of the analysis of professional competences of experienced lecturers and newcomers in educational organisations of the Ministry of Internal Affairs of Russia. The relevance of the scientific issue consists in the need to substantiate the system of professional competences of a lecturer of a higher educational organisation. The novelty of the research is in the study of the professional competencies of lecturers of educational organisations of the Ministry of Internal Affairs of Russia as a system that reveals the content of his/her professional activity. The authors draw particular attention to the transformation of educational goals, requiring the skills of competent interaction in the information and multicultural space; as well as to the increasing significance of the upbringing function of the pedagogue, and the need to gain experience in pedagogical activities by employees recruited to educational organisations as lecturers from territorial departments of internal affairs bodies. The authors present the professional competences: self-organisational, informational, interactive and multicultural competences as the most essential in modern realities, which are formed in the context of professional pedagogical culture and determine the professional success of a higher education lecturer. The purpose of the research: to identify the expression and nature of the relationship between selforganisational, informational, interactive and multicultural competences, based on pedagogical activity experience. Methods. The research involved 117 lecturers of educational organisations of the Ministry of Internal Affairs of Russia from 23 to 52 years old, including 62 newcomers with up to one year of pedagogical experience and 55 experienced lecturers with 6 to 25 years of pedagogical experience. Methods aimed at the analysis of the professional competences were applied: “Professional competences of a lecturer of a higher educational organisation” (S. A. Pavlova, N. A. Deeva); “Technological Readiness Index (TRI)” by A. Parasuraman, K. Colby (adapted by Y. V. Khlopovskikh); “Integrative questionnaire of intercultural competence” (O. E. Khukhlaev, V. V. Gritsenko, A. V. Makarchuk, O. S. Pavlova, N. V. Tkachenko, Sh. A. Usubyan, V. A. Shorokhova); “Diagnostics of pedagogical communication styles” (N. P. Fetiskin, V. V. Kozlov, G. M. Manuilov); “Diagnostics of self-organisation features” (A. D. Ishkov). Data collection was carried out by means of a survey using electronic forms, sending e-mails and face-to-face questionnaires. Results. The results confirmed the hypothesis that the expression and nature of the relationship between the professional competences of a present-day lecturer are related to pedagogical activity experience. The results revealed a greater number of links between the competences in the group of experienced lecturers in comparison with the group of newcomers; the presence of significant correlations with personality characteristics in experienced lecturers; the greatest structuring of classification attributes of the studied professional competences with differentiation by gender, age and pedagogical activity experience in the group of experienced lecturers.