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ORGANIZATION OF WORK ON TRAINING OF HIGHER SCHOOL TEACHERS FOR THE IMPLEMENTATION OF INFORMATION AND METHODOLOGICAL SUPPORT // Pedagogical Review. 2022. Issue 3 (43). P. 50-59

This article presents a study on the preparation of teachers of technical university to implement the developed by the author information and methodological support of the disciplines provided by the curricula of a technical university. Improving the quality of the learning process in the University directly depends on the qualifications and quality of its teaching staff. A teacher needs to focus on the future professional activities of the students he or she teaches. Competent use of specially developed information and methodological support in the educational process will help to prepare specialists in demand in the labor market. Namely, in the aspect of the conducted research, the search for effective methods of information and methodological support implementation in the context of higher education teacher training was carried out. The content and structure of the information and methodological support for the formation of future engineers’ readiness for communicative and managerial activity is presented in the works of scientific and educational journals already published by the author. The purpose of the presented article is to summarize the results of the experimental work on teachers’ training for the implementation of the information and methodological support developed by the author. Scientific research was conducted using the methods and ideas of academician G. V. Mukha-metzyanova, in the works of which several ideas of implementation of information and methodological support were noted: radical way (the whole system is completely renewed); evolutionary way (innovations are introduced gradually). The authors of this article in their scientific work adhered to the idea of implementing information and methodological support carried out by the evolutionary way. In the final part of the experimental-experimental work the directions of activity and the route of preparation of pedagogical workers of the higher school for realization of the developed information-methodical support of formation of future engineers’ readiness for communicative-managerial activity were defined.

Keywords: methodological support, educational activities, communicative activity, managerial activity, teacher training, specialist engineer

Professional adaptation of novice teachers at a technical university: stages, problems, and pedagogical conditions // Pedagogical Review. 2026. Issue 2 (66). P. 66-76

The relevance of the research is determined by the need to create an effective system for supporting the professional development of young teachers of technical universities in the context of intensive digital transformation of higher education. Novice teachers who come to a technical university without basic pedagogical education experience significant difficulties in the process of adapting to professional activities, which negatively affects the quality of the educational process and the consolidation of young staff in the higher education system. The novelty of the research lies in a comprehensive analysis of the process of professional adaptation of novice teachers of a technical university, considering modern requirements for the training of engineering personnel and the specifics of the educational environment of a technical university. The article analyzes theoretical approaches to the study of the problem of professional adaptation of teachers in psychological and pedagogical literature, highlights the features of this process in relation to novice teachers of technical universities. The structure of professional adaptation is defined, which includes four interrelated stages: preliminary, primary, adaptive and stabilization, each of which is characterized by specific tasks, the content of detail and expected results. The main groups of problems faced by novice teachers of technical universities are identified: psychological difficulties associated with lack of confidence in their own professional competence and a high level of anxiety.; methodological problems, including insufficient knowledge of modern pedagogical technologies and difficulties in organizing the educational process; communication difficulties in interacting with students and colleagues; organizational difficulties associated with adapting to the specifics of teaching at a technical university. It is proved that the system of pedagogical conditions, including personalized mentoring, methodological support and institutional support, contributes to the successful professional adaptation of novice teachers. The developed system of pedagogical conditions ensures a reduction in the level of professional anxiety, helps to build confidence in one’s own pedagogical competence, the development of methodological teachings and skills of effective interaction with subjects of the educational process. The data obtained can be used by the administration of technical universities to design adaptation programs for young teachers, organize a mentoring system, and develop strategies to support the professional development of teaching staff.

Keywords: professional adaptation, novice teachers, adaptation stages, pedagogical conditions, mentoring, professional-pedagogical competence