Karina I. Bazueva

In the context of updating the legal framework for education, it is becoming increasingly important to strengthen the requirements for protecting the rights of students and ensuring the responsibility of teaching staff. This is because the legal competence of a future teacher is an integral quality that ensures the legitimacy of their professional activities and helps to prevent legal risks for educational organizations. The need for targeted development of this competency is determined by the requirements of federal legislation, current federal state educational standards in the area of «Pedagogical education», as well as the professional standard «Teacher». Another factor that contributes to this is the increased regulation of the processing of personal data of students and their parents or legal representatives within the educational system. The aim of the article is to theoretically substantiate the concept of «legal competency of the preservice teacher» and to develop a model of mechanisms for its development at the stages of professional training at the university. The methodological basis of the research was based on competence-based, activity-based, systemic, and axiological approaches. The methods used included analysis and synthesis of scientific sources, regulatory analysis, typologization, and conceptual modeling. The main results presented are: 1) clarified substantive definition of legal competency of preservice teachers; 2) structural model of competency, including value-motivational, cognitive, operational activity-based and reflexive-evaluative components; 3) a set of interconnected mechanisms for its development (normative-regulatory, didactic, digital-environmental, project-expert, reflexive-evaluative), ensuring the transition from the acquisition of basic legal knowledge to sustainable methods of lawful professional behavior; 4) the algorithm for integrating the developed model into the main professional educational program of pedagogical education (diagnostic-target, design, activity-based, assessment-reflective stages) and the assessment construct based on criteria and indicators (legality of decisions in typical and non-typical pedagogical situations, readiness for legal expertise of local acts, compliance with the requirements for personal data, the ability to legally interact with participants in educational relations). The theoretical significance of the work lies in clarifying the conceptual and categorical apparatus of the pedagogy of law and substantiating a holistic model for the development of legal competency. The practical significance lies in the possibility of using the proposed model in designing work programs for disciplines and practices, developing funds of assessment tools and intra-university regulations for the legal security of educational activities.