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Psychological-Educational Studies
2017. Vol. 9, no. 2, 1–16
doi:10.17759/psyedu.2017090201
ISSN: 2587-6139 (online)

Issues of Professional Adaptation in Young Teachers

4486

T.Y. Andrushchenko, E.V. Arzhanykh, V.L. Vinogradov, S.A. Minyurova, I.N. Fedekin, A.A. Fedorov

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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.

General Information

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

Journal rubric: Methodology and Technology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2017090201

For citation: Andrushchenko T.Y., Arzhanykh E.V., Vinogradov V.L., Minyurova S.A., Fedekin I.N., Fedorov A.A. Issues of Professional Adaptation in Young Teachers [Elektronnyi resurs]. Psychological-Educational Studies, 2017. Vol. 9, no. 2, pp. 1–16. DOI: 10.17759/psyedu.2017090201. (In Russ., аbstr. in Engl.)

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Information About the Authors

Tatiana Y. Andrushchenko, PhD in Psychology, Dean of Psychology and Social Work Faculty, Professor of Department of Educational Psychology and Development, Volgograd State Social-pedagogical University, Volgograd, Russia, e-mail: tandr@vspu.ru

Elena V. Arzhanykh, Head of the Department of Planning and Support of Scientific Projects and Events, Moscow State University of Psychology & Education, Moscow, Russia, e-mail: arzhanyhev@mgppu.ru

Vladislav L. Vinogradov, PhD in Education, Associate Professor of the Department of Pedagogy, Kazan (Volga Region) Federal University, Yelabuga, Russia, ORCID: https://orcid.org/0000-0001-8632-5612, e-mail: vinogradov.ksu@yandex.ru

Svetlana A. Minyurova, Doctor of Psychology, professor, Rector, Head of Chair of General Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia, e-mail: minyurova@uspu.ru

Igor N. Fedekin, PhD in Psychology, Associate Professor, Head of the Chair of Pedagogy and Psychology, Faculty of Pedagogy and Psychology, Naberezhnie Chelny State Pedagogical Institute, Naberezhnye Chelny, Russia, e-mail: ifedekin@mail.ru

Aleksandr A. Fedorov, Doctor of Philosophy, Professor, Rector, Professor, Head of the Department of Philosophy and Theology, University, Nizhny Novgorod State Pedagogical University named after Kozma Minin, Nizhniy Novgorod, Russia, e-mail: fedorov_aa@mininuniver.ru

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