Professional adaptation of novice teachers at a technical university: stages, problems, and pedagogical conditions
DOI: 10.23951/2307-6127-2026-2-66-76
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
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Issue: 2, 2026
Series of issue: Issue 2
Rubric: METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION
Pages: 66 — 76
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