ACTUAL PROBLEMS OF YOUNG PEDAGOGUES’ PROFESSIONAL ADAPTATION
DOI: 10.23951/2307-6127-2019-1-130-138
The relevance of the study is determined by the new requirements for the personality of the teacher in the context of school and higher education reforms. The period of entry of a graduate of a pedagogical university into a profession is marked by tension, importance for his personal and professional development. Depending on the results of the process of professional adaptation it will be clear whether he remains working in the educational organization or looks for himself in another field. The psychological stages of professional adaptation in the professional development of the personality are revealed, the stages of the professional development of the teacher are considered. The aim of the study is to identify the problems in the work of young teachers that they encounter during the period of professional adaptation. The analysis of the problems connected with carrying out of lessons and organizing extracurricular activities in urban and rural schools is presented. It is concluded that graduates of a bachelor’s program at a pedagogical university consider themselves the least prepared for teaching children with low educational motivation, children-inophones, children with disabilities, who are trained in the same class as children who do not have health restrictions. The results of the research can be used by young teachers, psychologists, teachers of pedagogical universities to improve the process of professional training of school teachers.
Keywords: young teachers, problems of professional adaptation of teachers in school, problems of teaching children-inophones, problems of teaching children with disabilities
References:
1. Zeyer E. F. Psikhologiya professional’nogo razvitiya: ucheb. posobiye dlya stud. vyssh. ucheb. zavedeniy. 3-e izd. ster. [Psychology of professional development: textbook for students of higher educational institutions. 3rd edition stereotyped]. Moscow, Akademiya Publ., 2009. 240 p. (in Russian).
2. Abdullina O. A. Obshchepedagogicheskaya podgotovka uchitelya v sisteme vysshego pedagogicheskogo obrazovaniya: dlya ped. vuzov [General pedagogical training of teachers in the system of higher pedagogical education: for pedagogical]. Moscow, Prosveshcheniye Publ., 1990. 139 p. (in Russian).
3. Dudina E. A. Nastavnichestvo kak osobyy vid pedagogicheskoy deyatel’nosti: sushchnostnyye kharakteristiki i struktura [Mentoring as an educational activity: essential characteristics and structure]. Vestnik NGPU – Novosibirsk State Pedagogical University Bulletin, 2017, no. 5, рр. 25–36 (in Russian). URL: http://vestnik.nspu.ru/article/2525 (accesssed 12 August 2018). DOI: http://dx.doi.org/10.15293/2226-3365.1705.02.
4. Kondrat’yeva S. V. Sotsial’no-pertseptivnaya regulyatsiya pedagogicheskoy deyatel’nosti i obshcheniya [Socially-perceptual regulation of pedagogical activity and communication]. Mir psikhologii, 1996, no. 3, рр. 46–51 (in Russian).
5. Kuz’mina N. V. Akmeologicheskiy podkhod k povysheniyu kachestva podgotovki spetsialistov obrazovaniya [Akmeologichesky approach to. Improving the quality of training specialists in education]. Izvestiya RAO, 2000, no. 1, pp. 19–32.
6. Markova A. K. Psikhologiya truda uchitelya: kniga dlya uchitelya [Psychology of the teacher’s work: A book for the teacher]. Moscov, Prosveshcheniye Publ., 1993. 192 p. (in Russian).
7. Mitina L. M. Psikhologiya truda i professional’nogo razvitiya uchitelya: ucheb. posobiye dlya stud. vyssh. ped. ucheb. zavedeniy [Psychology of work and professional development of teachers: textbook for students of higher educational institutions]. Moscow, Akademiya Publ., 2004. 320 p. (in Russian).
8. Feiman-Nemser S., Norman P. J. Teacher education: From initial preparation to continuing professional development. Moon B., Ben-Peretz M., Brown S.A. Routledge International Companion to Education. London, Routledge, 2000. P. 732–755.
9. Torres R. M. Without the reform of teacher education there will be no reform in education. Prospects, 1996, vol. XXVI, no. 3, рр. 447–467.
10. Kulikova T. A., Pronina N. A. Formirovaniye gotovnosti budushchego pedagoga k professional’noy deyatel’nosti [Formation of readiness of the Psychology of work and professional development of teachers]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2018, vol. 3 (192), pp. 84–90. DOI: 10.23951/1609-624X-2018-3-84-90 (in Russian).
11. Ivanova N. L. Professionaly i problema vnedreniya innovatsiy v vuze [Professionals and the problem of innovation in the university]. Voprosy obrazovaniya – Educational Studies, 2017, no. 1, pp. 184–206 (in Russian). URL: https://vo.hse.ru/2017--1/204280286.html (accessed 15 August 2018).
12. Meshkova I. V. Sposobnost’ samoupravleniya kak diagnosticheskiy kriteriy lichnostno-professional’nogo razvitiya studentov pedagogicheskogo vuza [Self-management ability as the diagnostics criterion of the personal-professional development of the pedagogical higher school students]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2015, vol. 1 (154), pp. 16–21 (in Russian).
13. Skorobagatova O. O. Professionalizm uchiteley i kachestvo znaniy uchashchikhsya – neobkhodimoye usloviye stanovleniya modernizirovannoy shkoly: Festival’ pedagogichekikh idey [The professionalism of teachers and the quality of students’ knowledge is a prerequisite for the development of a modernized school: the Festival of Pedagogical Ideas]. URL: http://festival.1september.ru/articles/313415/ (in Russian).
14. Aygunova O. A., Salikova E. M. V., Mkrtchyan V. A. Metod oprosa “360 gradusov” v otsenke professional’noy deyatel’nosti uchitelya [The survey method of “360 degrees” in assessment of the teacher’s professional activities]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2018, vol. 5 (194), pp. 232–241. DOI 10.23951/1609-624X-2018-5-232-242 (in Russian).
Issue: 1, 2019
Series of issue: Issue 1
Rubric: PEDAGOGICAL ACTIVITY
Pages: 130 — 138
Downloads: 1214