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  Previous issue (2018. Vol. 10, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Issues of Professional Adaptation in Young Teachers

Andrushchenko T.Y., Ph.D. in Psychology, Dean of Psychology and Social Work Faculty, Professor of Department of Educational Psychology and Development , Volgograd State Social-pedagogical University, Volgograd, Russia, tandr@vspu.ru
Arzhanykh E.V., Head of the Center for Applied Psychological and Pedagogical Research, Moscow State University of Psychology & Education, Moscow, Russia, ArzhanyhEV@mgppu.ru
Vinogradov V.L., Ph.D. in Pedagogy, Deputy Director on Scientific Activity, Elabuga Institute of Kazan Federal University, Elabuga, Russia, vinogradov.ksu@yandex.ru
Minyurova S.A., Doctor in Psychology, Rector, Head of Chair of General Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia, minyurova@uspu.ru
Fedekin I.N., Ph.D. in Psychology, Head of the Chair of Pedagogy and Psychology, Faculty of Pedagogy and Psychology, Naberezhnie Chelny State Pedagogical Institute , Naberezhnye Chelny, Russia, ifedekin@mail.ru
Fedorov A.A., Doctor in Philosophy, Rector, University, Nizhny Novgorod State Pedagogical University named after Kozma Minin, Nizhniy Novgorod, Russia, mininuniver@mininuniver.ru
Abstract
The article discusses some issues of professional adaptation in young teachers. Basing on the outcomes of the questionnaire completed both by young and experienced teachers (490 subjects) in 6 districts of the Russian Federation and on the interviews conducted with school administrators the authors explore the challenges that young teachers face in their work, the kinds of support they receive, and the extent of their satisfaction with the existing system of professional adaptation. Among the most frequently reported were difficulties with paperwork, problems with capturing students’ attention, difficulties in applying individual approach in education. Currently, the practices of support of young teachers in schools cannot be considered sufficient enough in terms of ensuring high levels of adaptation. However, young teachers generally appreciate the support they receive, especially the assistance and guidance they get from their more experienced colleagues.

Keywords: Professional adaptation, newcomer teachers, young specialists, entry into the profession

Column: Teacher training

DOI: http://dx.doi.org/10.17759/psyedu.2017090201

For Reference

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