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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Evaluation by Graduates of Pedagogical Universities their Readiness for Professional Pedagogical Activity

Budnikova S.P., Ph.D. in Psychology, Associate Professor, Chair of Psychology and Pedagogics, Faculty of Psychology, Tula State Lev Tolstoy Pedagogical University, Tula, Russia, svpbu@yandex.ru
Abstract
The paper focuses on how graduates of pedagogical university departments and first-year teachers evaluate their readiness to carry out professional activities.A survey of 1440 graduate students and a survey, testing and interview with 305 first-year teachers (trainees) conducted at the Tula State Lev Tolstoy Pedagogical University revealed the subjects’ perceptions of the level of development of their professional knowledge and skills.Becoming a teacher and the subject of one’s own teaching activity implies, among other things, being able to reflect upon the professional practice.The paper states that young teachers need professional support as entering the profession is associated with adaptational stress which may interfere with the process of their becoming the subjects of their own pedagogical practice.The paper argues that it is necessary for university services to render such support to graduates of pedagogical departments.

Keywords: entering profession, professional teaching subjectness, professional adaptation, young teachers, first-year teachers (trainees)

Column: Educational Psychology

DOI: http://dx.doi.org/10.17759/pse.2018230511

For Reference

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