|
|
Issues of Professional Adaptation in Young Teachers 2186
Andrushchenko T.Y. 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 Arzhanykh E.V. 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 Vinogradov V.L. PhD in Education, Deputy Director on Scientific Activity, Elabuga Institute of Kazan Federal University, Yelabuga, Russia e-mail: vinogradov.ksu@yandex.ru Minyurova S.A. Doctor of Psychology, Rector, Head of Chair of General Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia e-mail: minyurova@uspu.ru Fedekin I.N. PhD in Psychology, 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 Fedorov A.A. Doctor of Philosophy, Rector, University, Nizhny Novgorod State Pedagogical University named after Kozma Minin, Nizhniy Novgorod, Russia e-mail: mininuniver@mininuniver.ru
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.
-
Blinov, V.M. Teoriya i praktika
professional'no-pedagogicheskoi podgotovki gumanisticheskogo uchitelya v
Germanii [Theory and practice of is professional-pedagogical preparation of the
humanistic teacher in Germany]. Moscow: MPSU Publ., 2005, 247 p.
-
Gekhtman A. Vozmozhnosti upravleniya professional'noi
adaptatsiei molodogo pedagoga [Possibility of management of low-experience
specialists adaptation] In Sokolova I. I. (ed.). Pedagogicheskoe obrazovanie:
sovremennye problemy, kontseptsii, teorii i praktika: sb. nauch. st. VI
Mezhdunar. nauch.-prakt. konf. (Sankt-Peterburg, 24-25 okt. 2013 g.)
[Pedagogical education: current problems, concepts, theories and practice].
Saint-Petersburg: Institute of Pedagogical Education Publ., 2013, pp.
301-306.
-
Pinskaya M. A., Ponomareva A. A., Kosaretskii S. G.
Professional'noe razvitie i podgotovka molodykh uchitelei v Rossii
[Professional Development and Training for Young Teachers in Russia]. Voprosy
obrazovaniya [Educational Studies (Moscow), 2016, no. 2, pp. 100–124.
-
Chernikova E.G. Osobennosti sotsial'no-professional'noi
adaptatsii molodykh pedagogov obshcheobrazovatel'nykh shkol [Elektronnyi
resurs] [Features and contradictions of sociallyprofessional adaptation of
young teachers of general schools]. Vestnik ChelGU [Journal of CSU], 2014, no.
4. Available at:
http://cyberleninka.ru/article/n/osobennosti-sotsialnoprofessionalnoy-adaptatsii-molodyh-pedagogov-obscheobrazovatelnyh-shkol
(Accessed: 01.10.2016).
-
Chernikova E.G. Sostoyanie i protivorechiya
sotsial'no-professional'noi adaptatsii molodykh pedagogov: sotsiologicheskii
analiz. Avtopef. diss. kand. sotsiolog.nauk. [Status and contradictions of
social and professional adaptation of beginning teachers: the sociological
analysis. Ph. D. (Sociology) Thesis]. Ekaterinburg, 2007, 24 p.
-
Darling-Hammond, L. Doing What Matters Most: Investing in
Quality Teaching [Elektronnyi resurs]. New York: National Commission on
Teaching and America’s Future, 1997. Available at:
http://www.nctaf.org/documents/DoingWhatMattersMost.pdf (Accessed:
06.10.2016).
-
Eisenschmidt E., Oder T., Reiska E. The Induction Program
– Teachers’ Experience After Five Years of Practice. Mentoring and Tutoring:
Partnership in Learning. 2013, vol. 21(3), pp. 241-257. doi:
10.1080/13611267.2013.827824
-
-
Ingersoll R. M. Beginning teacher induction: WHAT THE DATA
TELL US Induction is an education reform whose time has come [Elektronnyi
resurs]. Phi Delta Kappan. 2012, vol. 93(8), pp. 47-51. Available at:
http://www.kappanmagazine.org/content/93/8/47 (Accessed: 06.12.2016).
-
Ingersoll, R. M. and Smith, T. (2003) The wrong solution
to the teacher shortage. Educational Leadership. 2003, vol. 60(8), pp.
30–33.
-
Ingersoll, R., Smith, T. What Are the Effects of Induction
and Mentoring on Teacher Turnover? American Educational Research Journal. 2004,
vol. 41(3), pp. 681-714.
-
Keigher, A. Teacher Attrition and Mobility: ResultsFrom
the 2008–09 Teacher Follow-up Survey [Elektronnyi resurs]. U.S. Department of
Education. Available at:
http://nces.ed.gov/pubs2010/
(Accessed: 13.11.2016).
-
Majority of newly qualified teachers will drop out.
Education journal. 2015, No 232, p. 1.
-
McCormack, C. & West, D. Facilitated group mentoring
develops key career competencies for university women: A case study. Mentoring
and Tutoring: Partnership in Learning. 2006, vol. 14(4), pp. 409-431
-
-
Piggot-Irvine E., Aitken H. and others. Induction of newly
qualified teachers in New Zealand. Asia-Pacific Journal of Teacher Education.
2009, vol. 37(2), pp. 175-198.
-
Rivkin, S.G., Hanushek, E.A., Kain, J.F. Teachers, schools
and academic achievement. Econometrica. 2005, vol. 73(2), pp. 417–458.
-
Tynjälä, P., Heikkinen H. L. T. Beginning Teachers’
Transition from Pre-service Education to Working Life: Theoretical Perspectives
and Best Practices. Zeitschrift für Erziehungswissenschaft. 2012, vol. 14(1),
pp. 11–34.
-
Villar A., Strong M. Is mentoring worth the money? A
benefit-cost analysis and fiver-year rate of return of a comprehensive
mentoring program for beginning teachers. ERS Spectrum. 2007, vol. 25(3), pp.
1–17.
|
|