PROFESSIONAL DEVELOPMENT OF YOUNG TEACHERS: SUPPORT AND MENTORING

Natalia A. Biryukova¹*, Tatiana N. Petrova², Irina E. Dremina³
Olesya G. Kalashnikova⁴

¹Assoc. Prof., Faculty of General and Vocational Education, Mari State University,
RUSSIA,
biryukova316@gmail.com
²Prof., Faculty of General and Vocational Education, Mari State University, RUSSIA,
tanjana1@yandex.ru
³Assoc. Prof., Faculty of Psychology and Pedagogy, Mari State University,
RUSSIA,
irina_dremina@mail.ru
⁴Assoc. Prof., Faculty of Pedagogy, Birsk Branch of Bashkir State University, RUSSIA
olesya.new2018@yandex.ru
*Corresponding author

Abstract

Currently, the problems of teacher's professionalism are actualized in the world. The article presents the results of the study of young teachers’ professional adaptation. The analysis of practical and theoretical readiness of young teachers to work at school, the conditions in which they work is presented. Young teachers have difficulties in professional communication and they face barriers to their professional development. The authors conclude that young teachers need to expand their professional development opportunities.

 The authors propose a program aimed at overcoming the difficulties of professional adaptation of young teachers and improve their competence.  The program will include diagnostic monitoring, annual work plan of administration and mentors with young teachers, seminars and psychological trainings.  The most effective form of pedagogical support is mentoring. It is the mentor who assists the young teacher in mastering the teaching profession, develops the positive qualities of the young specialist by personal example, corrects his behavior in the educational institution, and promotes his professional and personal development.

Keywords: young teacher, professional adaptation, mentoring, professional and personal development