Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice Manuscript SubmissionAbout PsyJournals.ruContact Us

  Previous issue (2022. Vol. 14, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139


License: CC BY-NC 4.0

Published since 2009

Published quarterly

Free of fees
Open Access Journal


Issues of Professional Adaptation in Young Teachers 3515


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

Arzhanykh E.V.
Head of the Department of Planning and Support of Scientific Projects and Events, Moscow State University of Psychology & Education, Moscow, Russia

Vinogradov V.L.
PhD in Education, Deputy Director on Scientific Activity, Elabuga Institute of Kazan Federal University, Yelabuga, Russia

Minyurova S.A.
Doctor of Psychology, Rector, Head of Chair of General Psychology, Institute of Psychology, Ural State Pedagogical University, Ekaterinburg, Russia

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

Fedorov A.A.
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.

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

Column: Teacher training


For Reference

  1. 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.
  2. 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.
  3. 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.
  4. 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: (Accessed: 01.10.2016).
  5. 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.
  6. 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: (Accessed: 06.10.2016).
  7. 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
  8. Induction for newly qualified teachers (England). Statutory guidance for appropriate bodies, headteachers, school staff and governing bodies. [Elektronnyi resurs]. 2015. Available at: tutory_induction_guidance_for_newly_qualified_teachers.pdf (Accessed: 03.11.2016).
  9. 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: (Accessed: 06.12.2016).
  10. Ingersoll, R. M. and Smith, T. (2003) The wrong solution to the teacher shortage. Educational Leadership. 2003, vol. 60(8), pp. 30–33.
  11. 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.
  12. Keigher, A. Teacher Attrition and Mobility: ResultsFrom the 2008–09 Teacher Follow-up Survey [Elektronnyi resurs]. U.S. Department of Education. Available at: (Accessed: 13.11.2016).
  13. Majority of newly qualified teachers will drop out. Education journal. 2015, No 232, p. 1.
  14. 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
  15. New Teacher Induction Program: Induction Elements Manual [Elektronnyi resurs]. 2008. Available at: (Accessed: 03.12.2016).
  16. 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.
  17. Rivkin, S.G., Hanushek, E.A., Kain, J.F. Teachers, schools and academic achievement. Econometrica. 2005, vol. 73(2), pp. 417–458.
  18. 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.
  19. 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.

© 2007–2022 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at Youtube ??????.???????