Adaptation of young teachers to professional activities in an innovative educational environment

Introduction. Qualitative improvement of professional training of specialists, reduction of staff turnover in educational structures is a serious and well-known problem. The field of education is regularly replenished with a significant number of new graduates of pedagogical universities. Numerous studies have demonstrated the existence of a clear pattern: the initial period of "embedding" in the profession is characterized by the greatest intensity. This largely determines both the personal and professional development of a specialist.

Having considered the features of the introduction of new educational standards in a number of educational institutions, we can conclude that among the basic factors of the formation of a teacher is the ability to professionally adapt to the new, to be ready to introduce various innovations.

Materials and Methods. The article discusses the views of foreign and Russians scientists which studied the process of adaptation of future teachers to professional activities in an innovative educational environment. Methodological basis of the research: cultural approach, competence approach, environmental approach, individual elements of the strategic approach, as well as humanistic and system-structural principles. The main research methods: the method of expert questions, questionnaires, experimental methods, comparative and systematic analysis, the study of thematic publications, the author's own observations.

Results. The result of the analysis and interpretation of the studied sources is on the problem of pedagogical support of future teachers to professional activities, it was revealed that the main purpose of pedagogical support is to help a novice teacher to understand himself, the causes of emerging professional problems, in order to mobilize his internal resources, knowledge and skills, for the development of new professional competencies and further self-development.

Discussion and Conclusions. We have identified and considered the difficulties and complexities of the process of adaptation of future teachers to professional activities, justified the relevance of the study. We associate the further direction of the research with the development of a program for pedagogical support aimed at the successful adaptation of future teachers to professional activities in an innovative educational environment.

1. Agapova E.N., Trapicyn S.YU. Accompanying the adaptation process and the initial stage of the teacher's professional activity. Universum: Vestnik Gercenovskogo universiteta, 2013, no. 3, pp. 36-46. (In Russ.)

2. Andrianov A.V. Social adaptation and professional identification of physical culture teachers: dissertation of the candidate of sociological sciences. Belgorod, 2014. 18 p. (In Russ.)

3. Andreeva G.B. Training, adaptation and advanced training of rural teachers in the United States: dissertation of the candidate of pedagogical sciences. Moscow, Moskovskij gosudarstvennyj otkrytyj pedagogicheskij universitet Publ., 2000. 154 p. (In Russ.)

4. Anohin P.K. Essays on the physiology of functional systems. Moscow, Medicina Publ., 1975. 448 p. (In Russ.)

5. Zair-Bek E.S., Piskunova E.V. Analysis of foreign practices of adaptation of a young teacher to professional activity. Vestnik CHGPU im. I. YA. YAkovleva, 2016, no. 4(92), pp. 92-99. (In Russ.)

6. Zanin D.S. Psychological and pedagogical support of the professional development of the personality of specialists at enterprises: on the example of small and medium-sized businesses: dissertation of the candidate of pedagogical sciences. Ufa, 2013. 230 p. (In Russ.)

7. Zasypkin V.P., Zborovskij G.E. Modernization of education as a factor in changing the requirements for the teaching profession. Vestnik Surgutskogo gosudarstvennogo pedagogicheskogo universiteta, 2010, no. 4(11), pp. 98-106. (In Russ.)

8. Zacepin V.A. Pedagogical technology for the formation of the readiness of college teachers to develop educational programs for the Federal State Educational Standard using an automated information system: the author's abstract of the dissertation of the candidate of pedagogical sciences. Samara, 2013. 23 p. (In Russ.)

9. Zubcova L.K. Organizational and pedagogical conditions for adaptation of a young teacher: dissertation of the candidate of pedagogical sciences. Kazan, 1995. 179 p. (In Russ.)

10. Kaznacheev V.P. Human adaptation (social and biomedical aspect). Novosibirsk, 1980. Pp. 5-17. (In Russ.)

11. Kozlova T.V. Socio-economic adaptation of a person in the market economy of Russia: dissertation of the candidate of economic sciences. Omsk, Omsk State University Publ., 2004. 23 p. (In Russ.)

12. Kolesova A.K. Course "History of pedagogy and education in the context of reforming the higher pedagogical school". Professionalizm pedagoga: Sushchnost', soderzhanie, perspektivy razvitiya. Moscow, 2014. (In Russ.)

13. Lenskaya E.A. The quality of education and the quality of teacher training. Voprosy obrazovaniya, 2008, no. 4, pp. 81-96. (In Russ.)

14. Malyshkina E.S. Problems of adaptation of new teachers. Srednee professional'noe obrazovanie, 2005, no. 8, pp. 38-40. (In Russ.)

15. Moroz A.G. Professional adaptation of a graduate of a pedagogical university: the dissertation of the doctor of pedagogical sciences. Kiev, Kievskij gosudarstvennyj pedagogicheskij institut im. A.M. Gor'kogo Publ., 1983. 459 p. (In Russ.)

16. Mudrik A.V. Teacher, skill and inspiration. Moscow, Prosveshchenie Publ., 1986. 160 p. (In Russ.)

17. Nazarova O.V. Professional adaptation of novice gymnasium teachers in the context of education modernization: the dissertation of the candidate of psychological sciences. Stavropol, AGPU Publ., 2003. 176 p. (In Russ.)

18. Nalchadzhyan A.A. Socio-mental adaptation of personality: forms, mechanisms and strategies. Yerevan, Nauka Publ., 1988. 246 p. (In Russ.)

19. Nedveckaya M.N. Features of social and professional adaptation of graduates of pedagogical colleges. Srednee professional'noe obrazovanie, 2006, no. 12, pp. 38-39. (In Russ.)

20. Pochekaeva I.S., Capkova T.A. Features of adaptation of graduates of pedagogical universities to the implementation of professional activities at school. Problemy romano-germanskoj filologii, pedagogiki i metodiki prepodavaniya inostrannyh yazykov, 2017, no. 13, pp. 228-232. (In Russ.)

21. Plugina M.I., SHvedenko YU.V. Conditions for the effectiveness of psychological assistance to teachers of higher education at the stage of professional adaptation. Vestnik Rossijskogo universiteta druzhby narodov. Seriya: Psihologiya i pedagogika, 2012, no. 4, pp. 130-136. (In Russ.)

22. Uhtomskij A.A. Selected Works. Leningrad, Nauka Publ., 1978. (In Russ.)

23. Haravinina L.N. Model of support for the professional and personal development of a young teacher. YAroslavskij pedagogicheskij vestnik, 2010, no. 1. (In Russ.)

24. CHerkasova I.I., YArkova T.A. Methodological foundations of the concept of management of professional adaptation of young teachers. Sovremennye issledovaniya social'nyh problem, 2012, no. 11. (In Russ.)

25. SHevelyov A.N., Kuzina N.N., Smol'nikov V.YU. Sociopedagogical research of young teachers: problems, characteristics and readiness for professional activity. CHelovek i obrazovanie, 2018, no. 4(57), pp. 196-201. (In Russ.)

26. SHCHebanec E.YU. The ratio of psychological support and psychological support in the process of psychological assistance to parents and children with developmental disabilities. Vestnik Adygejskogo gosudarstvennogo universiteta. Seriya 3: Pedagogika i psihologiya, 2007, no. 3, pp. 351-354. (In Russ.)

27. SHirshova I.YA. Adaptation of a young teacher to professional activities in a modern school. Uchenye zapiski Tavricheskogo nacional'nogo universiteta imeni V.I. Vernadskogo Seriya «Problemy pedagogiki srednej i vysshej shkoly», 2014, vol. 27(66), no. 3, pp. 3-17. (In Russ.)

28. Adult learning: It is never too late to learn / Commission of the European Communities. Brussels, 2006. 12 p.

29. Clarke A., Erickson J. Teacher inquiry: What is old is new again! Available at: http://blogs.ubc.ca/stevemcg/files/2015/09/Clarke-Erickson-2006.-Teacher-inquiry-Whats-oldis-new-again.pdf (accessed: 12.05.2021).

30. Frankina W. Three historical philosophies of education. Chicago, 1965. Pp. 25-30.

31. Hargreaves A., Fullan M. Mentoring in the new millennium. Theory into practice. Ohio, 2000, vol. 39, issue 1, pp. 50-56.

32. Ingersoll R.M. Beginning teacher induction: what the data tell. US Induction is an education reform whose time has come. Phi Delta Kappan, 2012, vol. 93(8), pp. 47-51.

33. Murdoch K. How do inquiry teachers ... teach? Available at: https://www.kathmurdoch.com.au/blog/2014/02/21/how-do-inquiry-teachers-teach (accessed: 25.07.2021).

34. Mohr A., Puck J., Rygl D. An Empirical Analysis of Managers’ Adjustment to Working in Multi-National Project Teams in the Pipeline and Plant Construction Sector. The International Journal of Human Resource Management, 2008, vol. 19, no. 12, doi: http://dx.doi.org/10.1080/09585190802479488.

35. Parker C.A., Bickmore K. Conflict Management and Dialogue with Diverse Students: Novice Teachers‟ Approaches and Concerns. Journal of Teaching and Learning, 2012, vol. 8, no. 2. Available at: http://ojs.uwindsor.ca/ojs/leddy/index.php/JTL/issue/view/388.

36. Rivkin S.G., Hanushek E.A., Kain J.F. Teachers, Schools and Academic Achievement. Econometrica, 2005, vol. 73(2), pp. 417-458.