The directions of constructivism educational paradigm implementation in training of future judges: methodology aspects

The directions of constructivism educational paradigm implementation in adult learning were analyzed based on the learning of future employees for the judicial system. This educational approach is characterized by active interaction of students and the law domain. It also motivates students to feel a professional environment on the stage of necessary skills being obtained based on the active involvement of their prior knowledge to accomplish the authentic activities. The author gradually analyzes inquiry-based learning, problem-based learning, project-based learning as constructivism techniques, and offers recommendations to implement them in the learning of future employees for the judicial system, designing the training “Courtroom Management” for court judicial assistants. Inquiry-based learning, problem-based learning, project-based learning and cooperative learning promote students’ engagement into the learning context. This allows teachers to make their lessons more student-centered and knowledge-centered. The constructivist approach is efficient in terms of the students’ higher-order thinking skills development, students’ deeper engagement in the learning process, and getting necessary competencies. Despite educators facing many challenges while implementing constructivist-based instructional techniques, at the same time, inquiry-based learning, problem-based learning, project-based learning, and cooperative learning are able to improve student intrinsic motivation and self-confidence. The author concludes that despite significant time and effort necessary for constructivism-based training design, the implementation of such an approach will allow the National School of Judges of Ukraine to improve the efficiency of the learning process for both its trainers and students. Key words: training for future judges, NSJU training, constructivism, training of lawyers, inquiry-based-learning, problem-based learning, project-based learning, cooperative learning.