Issues of Professional Adaptation in Young Teachers 3515
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
Head of the Department of Planning and Support of Scientific Projects and Events, Moscow State University of Psychology & Education, Moscow, Russia
PhD in Education, Deputy Director on Scientific Activity, Elabuga Institute of Kazan Federal University, Yelabuga, Russia
Doctor of Psychology, Rector, Head of Chair of General Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia
PhD in Psychology, Head of the Chair of Pedagogy and Psychology, Faculty of Pedagogy and Psychology, Naberezhnie Chelny State Pedagogical Institute , Naberezhnye Chelny, Russia
Doctor of Philosophy, Rector, University, Nizhny Novgorod State Pedagogical University named after Kozma Minin, Nizhniy Novgorod, Russia
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.
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