The article examines the peculiarities of developing the professional competence of future employees of the penitentiary system through the implementation of a practice-oriented approach, based on an analysis of the educational process at the Penitentiary Academy of Ukraine. The experience of teaching the disciplines ‘Fundamentals of Scientific Research and Academic Integrity’ and ‘Fundamentals of Chaplaincy’ using practice-oriented technologies is highlighted. The importance of using active teaching methods is emphasised: case methods, binary classes, media literacy training and workshops with the participation of practising psychologists and chaplains. Particular attention is paid to the synergy between the psychological service and chaplaincy in the process of resocialisation of convicts.

The purpose of the article is to examine the peculiarities of professional competence formation through a practice-oriented approach, using the examples of the academic disciplines ‘Fundamentals of Chaplaincy’ and ‘Fundamentals of Scientific Research and Academic Integrity.’

The methodological basis of the study consists of systemic and activity-based approaches. This made it possible to present the formation of professional competence of future specialists of the State Criminal Executive Service as a holistic, hierarchical system, the practical implementation of which is ensured by involving applicants in activities through case methods and simulation modelling.

It has been proven that the use of active teaching methods (workshops, simulation games, and the development of original interaction models) transforms the knowledge gained into personal values of future specialists. This ensures a higher level of readiness for real professional activity and contributes to the transformation of theoretical knowledge into professional competence, since the values and skills of communication, ethical choice and interdisciplinary cooperation acquired by applicants become decisive for the successful change of mind and behaviour of offenders.

Key words: professional competence, practice-oriented approach, penitentiary system, academic integrity, penitentiary chaplaincy, psychological assistance, resocialisation.

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