Factors influencing the adaptation process of young teachers. The process of adaptation of a young teacher in a college environment Adaptation of a young teacher to professional activity

Adaptation of young teachers through

organizational forms of methodological service

Today, additional education institutions need young, proactive, creative teachers who are ready to work in a new way. Of course, a real teacher has professional teaching skills and knowledge of innovative teaching and educational technologies. At the beginning of his professional career, a young teacher faces certain difficulties. The inability to accurately calculate time in a lesson, to logically arrange the sequence of stages of a lesson, difficulties in explaining the material, lack of mutual understanding with children and colleagues, difficulties in recruiting children into associations - this is not a complete list of adversities that await a novice teacher. To ensure that a newly arrived teacher does not feel “abandoned to the mercy of fate,” the administration of the educational institution and the teaching staff need to do some work to provide support and targeted assistance to the novice teacher.

A novice teacher must get comfortable in a new team, establish good relationships with children, be able to speak competently and emotionally in class, and try to interest children in their subject. That is, in short, to learn to teach. He needs to develop his own individual style of communication with children, colleagues and the administration of the institution. For a teacher, this is a new personal situation - responsibility for the quality of his work, the result that teachers, students, and parents expect. A novice specialist needs constant comradely help; it would be easier for him to begin his teaching career if the older generation of teachers sought to pass on their experience to them, and they were ready to accept it. The School for Beginning Teachers helps them with this.

Relevance confirmed by the presence of a practical need for the targeted continuous development of professional competence of beginning teachers, requirements for the quality of professional education, and the insufficiency of advanced training courses for teachers of additional education institutions.

Problem.

In modern conditions of changing the educational paradigm, new requirements for the professional level of a young teacher are being updated. Of particular importance for a teacher is professional mobility and flexibility, the ability to adapt to social changes, to be competitive, internally and psychologically ready for constant renewal, solving problems of innovation, and placing ever higher demands on the quality of mastery of social, reflexive, intellectual, informational, methodological and communicative competencies.

Problems:

low level of motivation, social and pedagogical activity of young teachers in self-development, improvement and self-realization;

the gap between the content of education and educational technologies, the level of human resources of young people and the tasks of the new social, cultural, economic policy at the present stage;

lack of stimulation of creative activity of young teachers by the administration of the educational institution.

Target: scientific and methodological support for the activities of beginning teachers, improving their professional skills, revealing individual pedagogical abilities, creating the need for constant self-development and self-improvement.

Tasks:

differentiated and purposefully plan methodological work based on the identified potential capabilities of the beginning teacher;

improve the professional level of the teacher, taking into account his needs, difficulties, and achievements;

develop the creative potential of beginning teachers, motivate their participation in innovative activities;

trace the dynamics of the development of the professional activity of each teacher;

increase the productivity of a teacher and the effectiveness of the educational process in an educational institution;

create conditions to satisfy the self-education needs of beginning teachers.

Forms of organization of methodological service.

A special place in the system of improving the educational process is occupied by the organization methodological assistance to a beginning teacher. This is due to the fact that beginning teachers of additional education are specialists in some field of knowledge, but do not have basic pedagogical education. Therefore, a novice teacher should be provided with special systematic and versatile assistance.

The school of a young teacher is an element of the methodological system of the MBOU DOD House of Children's Creativity and is an integral part of the system of advanced training of the teaching staff of the institution and unites young specialists, beginning and newly arrived teachers, with up to 3 years of teaching experience. The School of Young Teachers is a permanent professional association of teaching staff.

When working with young specialists, various forms : lectures, discussions, exchange of experience, workshop, consultations, discussion of issues on lesson planning methods.

At the initial stage Individual conversations are held, inclinations and personal interests are clarified. The first meetings are an orientation towards systematic self-educational work, self-analysis and self-assessment. In the process of such conversations, it becomes clear how the teacher assesses his preparedness to conduct specific classes; it is determined what priority assistance he needs, and how to use him more rationally in social work in the future.

The methodologist, deputy director for teaching and learning and members of the methodological council provide a range of consultations to the novice teacher on various issues of educational work. Issues discussed:

how to prepare for classes, what are the didactic requirements for the lesson plan;

a sample program for studying the individual characteristics of children;

how to implement a differentiated and individual approach to learning;

how to implement the psychological and pedagogical requirements for a modern lesson;

criteria in assessing classes.

For a beginner, the first lesson is very important. When should I take my first class with a novice teacher? Enough time should be provided so that the teacher can get comfortable, get to know the children, get used to the new environment, and find himself and his place in the circle. At first, a conversation with the teacher about how his first lesson went is quite enough. It’s good if the conversation is focused and substantive. To do this, the teacher needs to propose several leading questions in advance so that he can prepare for a substantive conversation, for self-analysis of his first lesson. Such a conversation outline could include, for example, the following questions.

Was it possible to implement the planned lesson plan?

To what extent?

How high quality?

Were there any deviations from the plan?

Did the children understand the material?

How were the activities of the teacher and children organized in the classroom?

Who worked more intensively - the teacher or the student?

What moments of the lesson were the most successful?

What was obviously unsuccessful in the lesson?

It is useful to first provide the novice teacher with the opportunity to analyze his lesson himself, to evaluate it himself, determining to what extent the educational and educational goals that were outlined have been achieved. Self-analysis allows you to develop the habit of critically evaluating your actions, seeing your shortcomings and ways to eliminate them.

Recently, serious attention has been paid to the problem of improving methodological work systems in institutions of additional education for children.

The most common forms of organizing methodological work, methodological studies (including remote) are:

Methodological consulting (individual, group);

Seminar (educational, educational-practical, scientific-practical, etc.);

Conference (scientific-practical, pedagogical, etc.);

Methodological forum;

Trainee site;

Methodological support (profile, thematic, etc.);

Creative (pedagogical) workshop;

School for beginning (young) teacher;

Creative (pedagogical) laboratory;

Professional skills competition;

School of Masters;

Master Class;

Methodical festival;

Methodical exhibition;

Competition of methodological masters (educational programs for additional education of children, educational (methodological) manuals, lesson notes, scripts, etc.);

And others.

The work of a teacher is extremely complex and multifaceted. In the process of its implementation, the novice teacher faces certain difficulties, overcoming which he adapts to his new function and develops pedagogical skills.

Working with young specialists is traditionally one of the most important components of a methodologist’s activity. It is devoted to the analysis of the most typical difficulties of an educational, didactic nature that graduate students and beginning teachers experience in their teaching activities.

As an analysis of the activities of additional education and socio-pedagogical research shows, even with a fairly high level of readiness, personal and professional adaptation can take a long time and be difficult. The dominant difficulties in planning the program's activities were identified:

Insufficient knowledge of educational material for the children's association program;

Lack of skills in mastering practical work methods when implementing a differentiated approach to students;

Educational work.

These problems arise due to the fact that a young specialist at the start of teaching activity knows enough, but knows little, since he has not yet developed professionally significant qualities; contradictions between professional orientation and the chosen specialty are revealed, one’s own strengths are reassessed and the chosen profession is idealized. As a result, there is not always a justified outflow of young teachers who have not found themselves in their chosen specialty.

Having analyzed the pedagogical activities of young teachers, studied the experience of other additional education institutions, and conducted conversations with young specialists, an adaptation program for young professionals in the additional education institution of the House of Children's Creativity has been developed.

Purpose of the program:providing assistance to beginning and newly arrived teachers in professional adaptation.

Tasks:

Development of humanistic values ​​of priorities among beginning teachers through the integration of psychological, pedagogical, special, private methodological information about the process of training and education of students in an institution of additional education;

Formation of the need for continuous self-education;

Prevention of the most typical mistakes, contradictions and difficulties in organizing training sessions, searching for possible ways to overcome them;

Providing assistance in the knowledge and creative implementation of the achievements of pedagogical science and best practices into the educational process;

Stimulating the development of an individual style of creative activity.

The program includes six areas of activity:

Psychological foundations of adaptation of a young specialist;

Organization of the educational process;

Documentation in the work of a teacher;

Methodological support for a young specialist;

Organization of educational work in a children's association;

Sociology of education.

The program is based on the principle of gradual development of the professionalism of a young teacher. The central link in organizing assistance to a young teacher is preliminary work with him. This type of work is:

Pre-preventive in nature, covering the entire group of young teachers.

Individual precautionary nature associated with specific preparation for classes and events.

The supervising nature of the process of activity of a young teacher.

The program lasts 48 hours. Meetings take place in a variety of forms: seminars, lectures, individual consultations, conversations, etc. The duration and intensity of meetings varies depending on the needs of young specialists.

THE PROCESS OF ADAPTATION OF A YOUNG TEACHER IN A TECHNICAL SCHOOL CONDITION

PROCESS OF ADAPTATION OF THE YOUNG TEACHER IN THE CONDITIONS OF TECHNICAL SCHOOL

Leonova Anna Sergeevna

1. S. Leonova

State budgetary educational institution of secondary vocational education in Moscow Construction College No. 12

[email protected]

Keywords: professional adaptation, pedagogical activity, formation of professional competencies, situation of success, person-oriented approach.

Key words: professional adaptation, pedagogical activity, formation of professional competences, situation of success, personal the focused approach.

The article presents a reflexive analysis of a young teacher about the process of mutual adaptation of the teacher and students in the conditions of modern secondary vocational education.

The article deals with reflexive analysis of the young teacher about a course of process of mutual adaptation of the teacher and students in the conditions of modern secondary professional education.

Adaptation as an objective process plays a big role in any profession, andthe significance of adaptation for a teacher follows from the specifics of the work itself, since the result of his work cannot be measured directly, but is assessed objectively only indirectly and remotely. Obviously, the more successful the teacher’s professional adaptation, the higher his skill and ability, the higher the result of his influence on the developing personality of the student in the conditions of modern secondary vocational education.

The problem of professional adaptation of young teachers is of particular relevance at the present stage of education reform, since it is in modern conditions that society places special demands on teachers both personally and professionally. The need for efficiency in the initial stage of a teacher’s professional development is caused by a number of reasons. Thus, every teacher, regardless of experience, is required to have high professionalism. At the same time, just as naturally, there is a period of adaptation with all the difficulties and contradictions. The difficulties of this period reflect the general features of the transition from one stage to another. Firstly, the transition from theoretical training at a university to practical activity, which at this stage becomes the main one for a young specialist. Secondly, the quality of training of future specialists depends on the activities of a novice teacher. Thirdly, adaptation is a key moment in the professional development of a teacher. His further professional growth, professional success and, in general, whether he decides to stay in education depends on him. According to recent studies, almost half of beginning teachers have uncertainty about their professional start. The attitude towards the teaching profession has seriously changed - if in the mid-80s, 76% of young teachers had a positive attitude towards the profession, then in the mid-2000s, only 18.9% of yesterday's university graduates had a positive attitude. With regard to professional plans for the future, the following picture is visible: in the mid-80s, 63.4% wanted to engage in teaching activities at school, vocational school, technical school, while in the 2000s the number of such people was only 25.9%, Moreover, in recent years the proportion of graduates (up to 40%) of universities and pedagogical universities who do not go to work in educational institutions has increased.

The concept of “adaptation” (from the Latin “adapto” - I adapt) is borrowed from biology and means adaptation to the environment. Labor adaptation is a social process of a person’s mastery of a new work situation, where the person and the work environment actively influence each other and are adaptive systems. Thus, work adaptation is a two-way process between an individual and a new social environment. And in the case of pedagogical activity, this is also the mutual adaptation of teachers and students. Thus, socio-professional adaptation is the process of a young teacher mastering the skills of conducting the educational process, norms and rules of behavior - interaction with colleagues, administration, students and their parents.

Traditionally, three types of socio-professional adaptation are distinguished:

Psychophysiological - adaptation of a young teacher (all systems of his body) to unusual conditions, a lesson schedule of work and rest;

Socio-psychological - joining the work team through bringing together the goals and interests of the young specialist and the group (teaching staff, students, the formation of a new psychological stereotype of behavior, correction of personal qualities in accordance with the requirements of pedagogical activity, acceptance of the values ​​of organizational culture, norms and rules of behavior in educational organizations;

Professional - the teacher’s active mastery of actions (behavior) in accordance with job responsibilities, the requirements of the educational process, and the specifics of the student population; adaptation of a young specialist to new conditions, including administrative, legal, socio-economic, and management aspects.

During the process of labor adaptation, an employee goes through the following stages:

1. The familiarization stage, at which the employee receives information about the new situation as a whole, about the criteria for evaluating various actions, and about the norms of behavior in the team. I successfully completed the first stage, thanks to the administration of the technical school and the personnel department - I was familiarized with the basic norms and rules of behavior in the team, and was introduced to all employees at the general meeting.
2. Stage of adaptation or formal entry - at this stage the employee reorients, recognizing the main elements of the new value system, but for now continues to retain many of his attitudes. We consider it important to use pedagogical terms when involving a teacher in practical activities, as well as to carry out reflection. This allows the beginning teacher to feel like an equal in a professional environment and promotes a sense of belonging. A methodologist and a mentor successfully helped me pass this stage; they competently explained to me all the intricacies of a teacher’s work in this educational institution. Besides, I can always turn to them for help.
3. Now I am at stage 3 - assimilation, when the worker fully adapts to the environment and identifies with the new group. This stage is interesting because I take part in the social life of the technical school, not only business, but also personal relationships are established.

The social and professional adaptation of a young teacher is complicated by a number of contradictions. First of all, these are contradictions:

• between the main subjects (teachers, students and their parents) of the educational process in ideas about the purpose, process and results of education. Some guys don't want to strain to gain knowledge and get a good grade. And some parents consider them to be so old that they do not control their studies, and it is difficult for a teacher to cope with such situations alone.
• between the content and level of training at a university and the content, variety of roles, complexity of tasks, requirements that cause overstrain and a decrease in the adaptive potential of a young teacher. During the adaptation process, a novice teacher has to simultaneously master several professional roles: teacher, educator, class teacher (tutor), subordinate, colleague, member of a methodological association, and everywhere it is necessary to demonstrate professional competence and skills, which, unfortunately, many lack. I also faced these difficulties. It was especially difficult to prepare work programs and calendar-thematic plans.
• Between limited time s our capabilities and the situation of heavy workload. In this case, the novice teacher does not have time to recover and works under constant stress and fatigue. All this is accompanied by the constant need to master new types of activities. This scenario causes negative feelings and, as a result, leaving the education system.

Therefore, in order to prevent young teachers from leaving the technical school, it is necessary to create socio-economic and organizational conditions for their motivation.

Our technical school has created a system to assist young teachers, which, in my opinion, solves the following problems:

• assistance in personal and socio-pedagogical adaptation;
• inclusion of teachers in self-educational and research activities;
• development of professional thinking and readiness for innovative transformations;
• preventing the most common mistakes, resolving contradictions and eliminating difficulties in organizing training sessions at the technical school;
• stimulating the development of a teacher’s individual style of creative activity.

The adaptation support system for young teachers at a technical school, in my opinion, includes the following elements: mentoring: I was immediately assigned to a professional mentor - a highly qualified teacher, candidate of philological sciences - Sultanov I.F., from whom I watched several lessons, work programs and other documentation. He also helped me in preparing an open lesson. Further,methodological service– the methodologists helped in the development of educational planning documentation, visited my lessons, and gave valuable instructions. Another link isadministration of the structural unit, her daily attention to the emotional state of the young teacher, the difficulties of the educational process, provide assistance and moral support.

Another thing that helps me overcome the difficulties that arise in my professional development is that I love my profession, I like being a teacher. The fact is that I have never had a problem choosing a profession - I am the successor of a teaching dynasty, I “grew up” at the last desk in my mother’s office and can always find the support of an experienced teacher.

But a young teacher experiences particular difficulty when adapting in personal and communicative terms with students - building relationships is the key to the success of all teaching activities, because a student first loves “mathematics”, “foreign”, and then mathematics and a foreign language. Almost all students first look at you with a challenge, as if challenging you “to a duel.” From each group I heard the same words: “Yes, you are our fifth, you will leave us anyway...” And these words expressed, on the one hand, the desire for me to leave, so that their prediction would seem to come true, and on the other hand on the other hand, an unspoken request not to leave.

After the first lessons, I was in a state of euphoria, an emotional outburst - I love everyone, I want to teach everyone. Apparently, my colleagues’ warning about the difficult contingent created in me a high level of readiness to overcome difficulties, and what I encountered at first did not disappoint.

I was surprised by the manifestation of very high anxiety among students when I addressed them as “you.” It seemed to them that this was only addressed to people who were much older. But after my explanation that this is how adults and educated people who respect each other communicate, that I personally address them this way, because I respect them all very much in advance. Apparently, on an unconscious level for them, being an adult is very responsible and terribly alarming. Otherwise, you can hide behind the childish address “YOU” and not be particularly responsible for your actions. Later they calmed down a little and began to perceive it as normal.

Initially, all students are in the form of “hedgehogs” - they react aggressively to any statements, this is understandable - a defensive reaction from a possible threat, the unknown. Each of them is a complex “child” who has not received enough parental attention, love, affection, they have low self-esteem, so everyone wants to stand out, be remembered, so that they will pay attention and remember him. And they do this in different ways: some kindly, even funny, without provoking conflict; others, on the contrary, purposefully try to disturb their mental balance, test their “strength” and develop a conflict situation. And it is very important not to cross the line, not to succumb to provocation, and at the same time, not to allow frivolous behavior.

We went to the theater with student A. and after watching the performance we shared our impressions, and he admitted that it was both very difficult and very pleasant for him to communicate using “you” and without swearing, and that he seemed to feel that two people were appearing - one of a higher level level, another lower. And now everything depends on which of these “people” will prevail. And the role of the teacher here is very important, so that a higher level of a person wins.

After two or three months, if the teacher is actively involved in helping students adapt to themselves, they begin to “shed their needles” and express a desire to be useful - water the flowers, wash the blackboard, collect books.

In order to successfully go through the adaptation period, I have to read a lot of special psychological and pedagogical literature. I even decided to take an open lesson during the ten-day subject-cycle commission of the fundamentals of science. He helped me see my strengths, as well as directions for further professional development.

Concluding the article, I would like to draw conclusions that I am gradually coming to:

• professional adaptation of young teachers is a process that promotes the achievement of an optimal balance between the set of requirements for the teaching profession as a whole, and their implementation in the young specialist’s own practical activities in the conditions of a specific educational organization, presupposing the professional socialization of the individual through the need for self-realization and self-education;
• The system of interaction “administration - teaching staff - mentor - methodological service” has a positive impact on improving the professional adaptation of young teachers;
• A situation of at least small success, combined with love for students and for the profession, determines the formation of a young teacher’s positive attitude towards teaching activities and professional plans.

Bibliography:

1. Agranovich M.L., Frumin I.D. “Education personnel – more cheap or less expensive” // Theoretical and applied research. - pp. 68-80.
2. Kotova S.A. “Adaptation to the position and mastering the teaching profession”//Public education. No. 8, 2010, p. 124.
3. Shcherbakov A. “Professional adaptation of a beginning teacher in the workplace” // Public education. No. 6, 2009. P. 133.

Now in the town of “Nadezhda”, created in 2008, there are 19 families raising 95 children, of which 67 are adopted (including those adopted and cared for free of charge).

In conclusion, it should be said that the practice of working with orphans and children without parental care has shown that today one of the most effective forms of placing children is a foster family.

N.M. Poletaeva, E.A. Motherland

Adaptation of young teachers to professional activities

In a modern society focused on personal success, on the one hand, the need for specialists who are ready for innovation, proactive thinking and creative professional self-realization is increasing, and, on the other hand, the prestige of the teaching profession, designed to ensure the formation of professionally mature specialists, is decreasing. students (pupils) have interest and readiness for high-quality professional activity.

A survey of students at pedagogical universities shows that most of them came to study not with the goal of mastering the teaching profession, but with the goal of simply obtaining a diploma of higher education.

A survey of second-year students of pedagogical faculties of the university (153 people) showed that only 8.9% of respondents have a formed desire to work as a teacher, 47.2% claim that they do not plan to work in the profession and the majority (48.9%) have not yet decided on a professional choice. The results obtained actualize the problem of the lack of professional selection for pedagogical specialties and the substitution of the goal of vocational education - training personnel for a particular specialty, branch of the national economy - with the goal of obtaining higher education as such. Lack of desire to work as a teacher reduces interest in specialized academic subjects: pedagogy, educational psychology, teaching methods. The majority of students (93%) are afraid of the teaching profession by low salaries, low social status (57%), and some students (14%) express concerns about difficulties in communicating “with these cruel children.” This negative perception of the profession in which the student carries out professional training

cooking, could be smoothed out by a targeted demonstration of the advantages of teaching activity in the process of learning and practice.

A positive attitude towards the teaching profession is typical for people of the older generation who studied in Soviet schools, and is declining among modern youth, although they choose pedagogical specialties for professional training, but most often with the hope of an easier learning process. The task of university teachers is to help students remove their fear of teaching, help them believe in themselves, show ways of professional self-realization, and create a positive attitude towards the development of professional maturity. Students who are focused on teaching activities and those who have doubts express the need for help for successful professional development: in pedagogical communication training (43%), individual consultations (36%), and fulfilling the role of a teacher at the university (21%). The data obtained indicate the need not only during teaching practice, but already from the first year, to include in the process of professional training a system of personal and professional support for students, helping everyone as an individual, personality and future professional.

Students’ ideas about a successful person most often do not correspond to the teaching profession, and the phenomenon of a “successful teacher” is assessed primarily as a good professional who achieves high results in learning and loves children. First-year students studying at pedagogical faculties, describing the image of a successful teacher, use epithets: neat, polite, friendly, knowledgeable, purposeful and others, which places emphasis on universal human qualities and indicates the need to see a good person in a teacher. From the point of view of first-year students, yesterday's schoolchildren, a successful teacher is also loved and respected by children and colleagues.

The most difficult and most significant for achieving professional success is the stage of adaptation, “entry” into the profession. As a rule, those who remain in the teaching profession are those who learn to enjoy not only the results, but also the process of pedagogical communication and creativity. If a young teacher is not frightened by the objective difficulties of this stage and he can quickly move to the next levels of personal and professional development, learn to enjoy creative professional self-realization and realize (find) his mission as a teacher, feel his importance, gain experience in successful professional activities and will highlight his strong professional qualities, which help to develop an individual style of teaching activity, then

there is a high probability that he will remain in the profession, strive for professional maturity and feel satisfied with himself as a professional.

Among graduates of pedagogical faculties, there is a tendency to avoid working in their specialty, and those who came leave in the first year of work.

In the 2012/13 academic year, as part of experimental work, preschool education specialists conducted a survey of young teachers in the Krasnogvardeisky district of St. Petersburg, who started working for the first time this academic year. In total, 15 young specialists started working in the region. One young specialist went on maternity leave, three quit. Only one teacher did not indicate in his questionnaire that he was experiencing difficulties in his work. The rest indicated that they experience psychological difficulties in communicating with children (57%), difficulties in communicating with parents (32%), that they do not have enough knowledge of technologies for working with preschool children (23%), and experience difficulties in methodological work (100% ), 50% of them attribute difficulties to a lack of authority and work experience.

All respondents rate their knowledge of modern regulatory documents as very average, especially with regard to federal state requirements for the basic general education program of preschool education and requirements for the certification of teaching staff. 50% of respondents believe that it is necessary to improve their qualifications immediately after graduation, that they need training in pedagogical communication and would like to undergo an internship in the workplace. They consider the most convenient forms of advanced training for themselves to be such forms of advanced training as advanced training courses on the basis of regional educational centers, on the basis of their preschool educational institution, on the basis of city resource centers, individual consultations and self-education. The most in demand is pedagogical and methodological assistance from more experienced teachers, psychological support, and care for physical and mental health. At the same time, they note that the institution provides them with all possible assistance in adapting to the teaching profession, but it is not systematic in nature and is not sufficient to effectively and quickly go through the initial period of developing professional activity. When asked whether they could write an article about teaching activities, develop a methodological topic or create an innovative product, or participate in the experimental work of an institution, everyone answered negatively. The most common problems are the inability to manage a group of children and difficulties in communicating with parents of students.

Professional maturity is an integrative indicator that includes a set of personal and professional qualities that guarantee high performance and quality of professional activity in the present and future. The professional maturity of a specialist can be represented by cognitive, personal-individual, activity and performance blocks. The cognitive block includes a list of knowledge necessary for success in a given professional activity. The personal-individual block is represented by a set of characteristics of a professional as an individual and personality, including professionally necessary and desirable qualities: indicators of health, motivation, abilities, values, etc. Professional activity presupposes the possession of necessary and universal skills and abilities specific to the profession. The professional maturity of a specialist, as an image of an ideal, may include a list of qualities common to all specialties and a list of specific qualities characteristic only of a given profession or professional field, for example, for a teacher in general and for a kindergarten teacher in particular.

A professionally mature specialist can only be prepared by a professionally mature teacher who is ready not only to have his own personal professional achievements, but also to prepare students striving for personal and professional development and to act as a mentor in relation to young, less experienced teachers. Therefore, one of the organizational conditions for the successful adaptation of young teachers to professional activities is the presence of trained mentors.

In the Krasnogvardeisky district of St. Petersburg, there is experience in organizing internships and training mentors for young teachers on the basis of regional internship sites with the involvement of higher school teachers. The advanced training courses were designed for 72 hours, were conducted on the basis of the GBDOU kindergarten No. 81 for care and health care and ended in February 2014. Each student at the final lesson provided a presentation of his pedagogical concept, his professional achievements, thus a data bank was created about the strengths of professional qualities of district mentors for organizing networking during internships for young teachers.

The initiator of organizing an internship for young teachers can be either the district educational system, a regional university or an institution of additional professional education; in any case, the effectiveness of this work is determined by the availability of methodological and personnel support, quality

management, including network multi-level interaction. The key objectives of the internship for young teachers are:

Adaptation to the conditions of professional activity;

Motivation for personal and professional development;

Involvement in innovation activities;

Mastering professional documentation;

Developing an individual style of professional activity based on reflection of one’s personal and individual characteristics;

Drawing up a personal and professional development program.

The advantage of regional internship sites in the adaptation of young teachers is their territorial proximity to the workplace, the opportunity to visit several internship sites depending on the areas of internship and coordinate the activities of several mentors.

A young teacher, like any other specialist, must feel the interest of the professional environment in his personal and professional development, see the prospects and mechanisms for achieving professional heights, realize his professional mission, and take responsibility for the results and process of teaching activities.

A teacher who has learned to enjoy the results and process of his professional activity will most likely remain in the profession and strive for personal and professional development, therefore, an internship for a young teacher is a mechanism for learning creative self-realization in the profession, learning to work with pleasure, for one’s own benefit and people.

V.V. Topchy

Professional education of lawyers as an innovative process of legal culture

The domestic reform of legal education and issues of improving the professional education of the future lawyer are often based on the general rules for improving our higher education. As a result of this, the very specifics of legal education and, accordingly, the issues of professional education of a future specialist in the field of law are not always taken into account. At the same time, the situation that is developing in the legal sphere

Today, the problem of adaptation of a young teacher is being studied by scientists in various methodological aspects. The scientific works of S.G. are devoted to the key issues of ensuring optimal conditions for the professional activity of a teacher. Vershlovsky, L.N. Lesokhina and others.

The main problems of professional adaptation of beginning teachers are touched upon in the works of: G.M. Golubenko, E.F. Zeer, L.M. Mitina, A.V. Mudrik, E.G. Chernikova and others. Scientists are thoroughly studying the issues of adaptation as the main stage in the development of a future professional, as a result of which a “young” specialist masters a new system of relationships in a team and gains professional and social experience.

Of course, the problems that young professionals face in their work in various organizations are basically the same for beginning teachers. So modern researchers: , , , , etc. highlight the following factors(categories), influencing the adaptation process, young employee:

• · the environment in which adaptation is carried out. What does the prestige and attractiveness of the profession imply, the characteristics of the organizational culture of the institution, the socio-psychological climate, the characteristics and working conditions, the flexibility of the training system operating in the organization, etc.;
• · management of the adaptation process, including organizational mechanisms for “adjustment” of a new employee;
• · individual personal qualities of an employee - level of knowledge, skills, age, marital status, motivation that determines attitude to activity.

Main methods that promote successful adaptation young teacher researchers: , , , , and others note the following:

• · support for a young teacher with consultations, teaching materials, and more experienced teachers and mentors (coaching);
• · briefing - organizing practice for new employees, allowing them to effectively and efficiently get acquainted with the main job;
• · continuous training of teachers without interruption from their main work: advanced training courses, internships, business games close to professional activities, etc. ;
• · rotation - acquisition of new knowledge and skills by an employee as a result of a temporary change of job to another position.

• · buddyng - relationships between new employees and experienced specialists are built on equal terms, through equal friendly relationships, as a result there is constant two-way feedback, since there is no hierarchy;
• · job shadowing - an experienced mentor is “assigned” to a young specialist, who accompanies the new employee during the working day, discusses work situations with him and, as a result, gains useful experience;
• · immersion method - focused on the complete immersion of a young employee in practical activities from the first day of work.

When considering the conditions for the adaptation of a young specialist in the education system, it is necessary not to forget about the versatility of this process, which depends on many aspects. The main ones are:

• - professional aspect determines the extent to which the teacher has professional abilities, the desire to develop them, etc.;
• - personal aspect considers the individual characteristics of the teacher, the nature of his adaptive behavior;

- social aspect assumes requirements from the state for the education system, the type of adaptive behavior of colleagues, etc.;

- role aspect characterizes a young specialist in various social roles: mentor, student, colleague, business partner, etc. .

In the most general form, these aspects are interconnected at all stages of the adaptation period of a young teacher. As we noted earlier, in the study we will limit ourselves to consideration and analysis of the conditions for adaptation and retention of young teachers in preschool education within the framework of their work activity for up to 5 years.

In this regard, it is more logical to divide the 5-year adaptation period into three: from the start of work to one year, the second year of work, and from 3 to 5 years. This will allow us in the future to give a more objective assessment of each adaptation period of a young specialist, identify the problems and contradictions they encounter and, accordingly, determine the conditions that contribute to their elimination.

Of course, the success of a specialist’s adaptation is largely determined by the quality of candidate selection. Let us note that when selecting a new employee, it is necessary not only to search and identify people who are inclined to teaching activities, but also to identify among them those in whose system of life preferences this activity is closest. The selection of candidates may take the form of an interview. The main goal of the interview is to identify the candidate’s desire to work as a preschool teacher and whether he has the necessary qualities for this; it is also necessary to try to reveal to the candidate all the specific features of the position. During selection, special attention should be paid to assessing the compliance of the candidate’s existing characteristics with the requirements for the level of education, experience, knowledge, skills, responsibility, and personal characteristics necessary for the successful performance of teaching activities.

As scientists, , and others note, the adaptation of a young teacher is associated with “overcoming and preventing various adaptive barriers, contradictions and conflict situations that arise between a young specialist and the teaching staff or administration, students and their parents.” As a result, the resolution of these contradictions can occur in the context of successful or unsuccessful adaptive activity. In many ways, the factors influencing professional and functional adaptation include objective and subjective aspects. The subjective side is characterized by the value orientations of the beginning teacher; psychological characteristics of his personality; motives for choosing a profession; Opportunity for professional growth and career development; satisfaction with the conditions of professional activity, as well as the state of the moral and psychological climate of the environment.

In this regard, adaptation measures involve solving a two-pronged problem: increasing the loyalty of the teaching staff to the newcomer and creating “favorable” conditions for the effective work of the young employee.

Namely, first of all, the administration of the institution needs to demonstrate its readiness to accept a young teacher with no work experience, allocate and prepare a work room in advance, familiarize him with the functional and job responsibilities, and promptly “set up” the teaching staff for the new employee.

To inform a young employee and, in general, the entire teaching staff, it is possible to create a directory and calendar of important events for the school, indicating holidays, daily routines, including local regulations, links to electronic sites of professional literature.

The next, one of the leading factors that positively influences the adaptation of a young teacher, researchers note the mentoring system.

Mentoring is a form of individual training and education of a young specialist. A novice teacher is given a minimum of theory, the emphasis is on the formation of practical skills. Mentoring can be collective, in which case several young ones are assigned to one experienced teacher. Initially, the mentor is instructed on the main aspects of organizing interaction with the mentees assigned to him for the entire adaptation period. In this matter, of particular importance is a timely analysis of the results of the joint work of the mentor and mentee, which is recommended to be carried out at the end of the academic year. As a result, based on an analysis of what has been achieved, another mentor can be assigned to the same novice teacher in order to develop certain professional competencies.

• * voluntariness and dedication in the work of a mentor;
• * moral and psychological compatibility with the ward;
• * positive personal example of a mentor in work;
• * goodwill and mutual respect;
• * respectful attitude towards the opinion of a young colleague;
• * consistency of the content of work within the framework of mentoring with calendar and thematic planning for the subject;
• * the focus of the mentor's work on the professional development and self-development of a young specialist.

As you know, one of the main and common problems of beginning teachers (both educational institutions and educational institutions) is discipline in the classroom, so visits to the lessons of experienced colleagues are planned in order to reveal their secrets in the ability to organize discipline in the classroom.

For timely feedback on the adaptation of a young teacher, various forms of control should be carried out:

• · in the first year, all types of intra-school control are appropriate: review, preventive, repeated;
• · in the second year, personal control, in order to study his work for a certain period;
• · in the third year - frontal control of students' knowledge, skills and abilities. The results of the analysis of the mentee’s work are discussed by the mentor at the methodological association.

The following form of organizing the adaptation of a novice teacher is training seminars in order to assist him in mastering:

• * maintaining school records;
• * forms and methods of organizing extracurricular activities and leisure for students;
• * safety regulations and possibilities for using TSO;
• * features of the organization of the educational process (lesson delivery and analysis);
• * technologies for developing a program of self-education and professional growth;
• * preparation for advanced training.

One of the important conditions for the effective adaptation of a young teacher is his professional success, which is largely ensured by the self-regulation of his functional states. A fairly objective indicator of professional success can be the qualification category of a teacher as “a level of qualifications, professionalism and productivity of sustainable results of pedagogical and managerial work that corresponds to regulatory criteria, providing the employee with the opportunity to solve professional problems of a certain degree of complexity.”

It is worth noting that in the system of factors influencing the adaptation of novice teachers, special attention is given to emotional communication. It is important to emphasize that the professional activity of teachers is considered as emotionally stressful and can be classified as high-risk in terms of the high likelihood of developing professional stress.

It is obvious that the main reason for the intensity of the work of any teacher, and not just beginners, is associated with the specifics of the object of work - students, often unpredictable, emotional, conflict-ridden, including openly problematic ones. The reasons for the increased work intensity of beginning teachers also include the need to perform a large number of heterogeneous tasks and responsibilities, the inherently creative nature of the activity, high personal involvement in the process of its implementation, the difficulty of assessing the results of one’s own work, and the low social status of the profession.

In stressful conditions, the requirements for the actualization of adaptation resources increase, the plasticity of which is determined by the ability to flexibly select methods and means of self-regulation that are adequate to organizational norms and rules, as well as those determined by the requirements of work situations. The effective functioning of the system of self-regulation means neutralizes the degree of subjective stressful work situation, ensures constructive overcoming of organizational and professional tension, prevents the accumulation of negative symptoms of work stress and acts as a factor in the prevention of professional and personal deformations.

With a low level of expression of ideas about the stressfulness of a professional situation, there are two most significant stress factors: excessive workload with documents and increased responsibility for work. Also, for teachers, factors in the struggle for promotion are subjectively more stressful. Which in general hinders the successful professional self-realization of a teacher. In other words, the practical activity of a teacher is based on the ideal image of professional activity, which takes shape in the consciousness of the individual initially in the early stages of professional socialization, which is subsequently refined and acquires relative stability in the process of work. This image reflects the entire diversity of personality needs, taken in filmed form. This means that the needs themselves are not part of the image. It presents their ideal reflections in the form of interests, desires, and value orientations.

The image also includes ideal ideas about the variety of objects accessible to perception that can satisfy needs, as well as the content and conditions of activity through which needs can be satisfied. As a result, both described series function together, forming a system of social and professional expectations of the individual and ultimately forming a state of job satisfaction. Analyzing this issue, we note that “... work is a type of human activity that is characterized by the utilitarian nature of its result and the need to achieve it.” Based on this position, we define teacher job satisfaction as follows, as an integral social and pedagogical phenomenon, reflecting the process of coordinating the most general and socially valuable needs of a teacher with a subjective assessment of the real opportunities to realize these needs in the specific conditions of an educational institution, in a specific educational process management system , in social and professional life.

Therefore, to meet their needs, a young specialist needs to navigate in the relevant areas, which objectively leads to the creation of individual hierarchical value scales as an orientation tool. The elementary gradations of these scales are the hierarchical structure of achievement expectations formed during socialization, identified as priority in the course of mastering values ​​and norms. The teacher analyzes his position by assessing the extent to which these expectations are realized.

Thus, for orientation in the social hierarchy there is an assessment of socio-professional status, for orientation in the professional sphere - an assessment of the real professional situation, for orientation in the optimality of one's own activities - an assessment of its results.

The teacher’s need to fulfill appropriate social expectations is manifested in relation to professional activity and is strengthened during professional socialization. The attitude towards activity as a value determines the need to implement social norms relating to this type of activity. This creates certain expectations and, in turn, contributes to the emergence of a conditioned state of satisfaction, for example, with socio-educational and (or) socio-professional status.

The attitude towards professional pedagogical activity as a means of realizing the physical and spiritual potential of the teacher’s personality leads to the formation of corresponding professional needs, which create certain expectations regarding the organization of activity and its results. At the level of a teacher, the attitude towards activities in a particular educational institution is manifested in the degree of his satisfaction with the conditions of professional life, a specific team, work, and its results.

Another point should be taken into account, which is pointed out by A.K. Markov, that teacher satisfaction with work cannot be limited to the workplace. After all, after the end of the working day, teachers do not part with their work experience, their thoughts, motivation and feelings. In fact, we find a strong relationship between life at work and life outside work in terms of work motivation and job satisfaction. This relationship involves constructs that are central to motivation and satisfaction, such as changes in aspiration levels or goal setting.

Therefore, in the study of work motivation and job satisfaction, the interdependence of work and free time should be considered.

Summarizing the above positions on the problem of a novice teacher’s satisfaction with his work, as well as the problem of its optimization, we can draw the following conclusions.

• · A novice teacher’s satisfaction with his work is an important sign of his position in the team and his attitude towards the profession, the conditions of professional life and its results. Job satisfaction has a direct impact on the effectiveness of a teacher’s activities and should be included in the system of internal regulation of the activities of an educational institution as a socio-pedagogical system.
• · The optimal state of teacher satisfaction with work is the most successful form of interaction between the teacher’s personality and work, when the interests of society, the team and the individual are harmoniously combined.
• · From a structural point of view, optimizing job satisfaction is a three-step process. Depending on the combination between expectations, needs and motives, on the one hand, and the work situation, on the other, the teacher forms a certain degree of satisfaction or dissatisfaction with his work.
• · The essential features of the process of optimizing a young teacher’s job satisfaction are that this process is aimed at the development and implementation of the most general and socially valuable professional and personal needs of a teacher in the specific conditions of an educational institution, focused on high professional results.

From a criterial point of view, the process of optimizing job satisfaction has three main levels:

• · the optimal level means that the young teacher is satisfied with the basic conditions of his activity. At the same time, creative dissatisfaction with certain aspects of the work situation and the desire to achieve more ensure the stability of performance in work and relationships in the team. Therefore, the organization is interested in achieving an optimal level of satisfaction for the novice teacher with his work;
• · an average level of satisfaction occurs when a young specialist is satisfied with some conditions and dissatisfied with other conditions of activity, for example, satisfied with the profession and dissatisfied with the opportunities for professional growth;
• · a low level of satisfaction is observed in two cases: if the conditions of activity do not correspond to the real conditions of life, and if the work does not correspond to the interests of personal development (creative dissatisfaction).

Summarizing the above, we will highlight the optimal level of job satisfaction for a novice teacher, which presupposes:

• · the formation of the personal meaning of the profession in combination with the awareness of its high social recognition (level of satisfaction with the profession);
• · acceptance and assessment of the conditions of professional life as conducive to achieving high professional results (level of satisfaction with the conditions);
• · adequate reflective assessment of the successes and difficulties of one’s professional and pedagogical activities as the basis for its further adjustment and one’s own professional and personal development and self-development (level of satisfaction with the results of activities).

From the first days of work, a beginning teacher faces many difficulties: various job responsibilities, the inability to apply theoretical knowledge in practice, increased emotional tension, the need to build relationships with colleagues and management, and, as a rule, without support from the teaching staff. All this is a reality when constant stress and the inability to quickly adapt to new working conditions ultimately influence the decision of a young teacher to quit school.

Basically, in the process of adaptation of young specialists to real professional activities, scientists note the following difficulties:

• · entering a position and mastering a profession: lack of professional knowledge and experience, poorly equipped workplace, lack of knowledge about the specifics of industry activities, poor financial security for work, lack of methodological recommendations, lack of a clear idea of ​​the specific content of one’s work;
• · relationships with management and colleagues.

Analyzing the difficulties that a young specialist faces during the adaptation period, he shows that they are mainly associated with external conditions and are practically not related to adaptive abilities. Accordingly, their decision depends on changes in the external field of activity, namely the relationships and perceptions of employees and management, changes in the system of their expectations in relation to professional activities.

At the same time, experienced, highly competent mentors have a decisive influence on the development of a young specialist. The activity of mentors is a complex and meaningful phenomenon, the structure of which has value, cognitive, and activity components. That is why issues of the pedagogical potential of mentoring, the creative parameters of the mentor’s personality, and the processes of his influence on a young specialist occupy far from the last place in pedagogical theory and practice.

Employers require immediate returns from hired youth, and a mentoring procedure is often not provided for. More experienced workers are now also not eager to help young people in the workplace. Thus, in the absence of systematic supervision from experienced specialists, graduates are forced to independently adapt to production conditions, which in general shows a significant deterioration in the moral and psychological climate in most Russian enterprises over the past decades, which does not contribute to the formation of a favorable learning environment in the workplace. Mentoring and learning in the workplace is impossible without improving the social climate. At the same time, the focus on social partnership presupposes not only a target, but also a motivational orientation of personnel training, when the goals and intentions of individuals are inextricably linked with their work and the entire corporate life, and the social and individual principles are closely intertwined. An important role is given to administrative support for on-the-job training.

The organizational and pedagogical preparedness of a mentor is determined, first of all, by the degree of his own professional competence (education, practical experience of effective work, understanding of the laws of human social life and society as a whole), as well as knowledge of the basic provisions in the field of personnel management and the teaching industry. That is why issues of the pedagogical potential of mentoring, the creative parameters of the mentor’s personality, and the processes of his influence on a young specialist occupy an important place in pedagogical theory and practice.

Thus, an analysis of the content of mentoring gives reason to talk about the significant pedagogical potential of this phenomenon in creating conditions for adaptation and successful “fixation” of beginning teachers in preschool institutions.

Summarizing the above, we present a model of adaptation of a novice teacher, which can be presented in the form of a diagram (Appendix 3 p. 88).

We emphasize that we have noted only the most general, characteristic problems of adaptation of a young teacher and the proposed generalized forms for overcoming them. According to the researchers: T.S. Belyakova, A.S. Mudrika et al. satisfaction of personal and vital needs is a key condition for the effective work of a young specialist; accordingly, by creating appropriate working conditions, the problem of staff turnover can be solved, namely: good salaries; ensuring career growth; improving working conditions.

It is generally accepted that good salaries and their constant increase are the main indicators in choosing a job and a key condition for retaining staff. However, the experience of wealthy cities and regions, which for some time solved the problem of low teacher pay, has shown that everything is not so simple.

It seems that the conditions of the “creative” nature of work also have a certain significance in the process of successful adaptation of a young teacher to a pre-school education. Therefore, each organization (institution) has its own characteristics that are different from others. In this connection, in the next paragraph, on our part, an attempt is made to analyze various types of institutions for additional education of children, to consider the specifics of the professional activities of ECEC teachers from their colleagues from general education institutions.

Problems of adaptation of a young teacher in an educational institution.

A modern school needs a professionally competent, independently thinking teacher, mentally and technologically capable of implementing humanistic values ​​in practice, of meaningful inclusion in innovative processes. However, as an analysis of school reality and socio-pedagogical research shows, even with a fairly high level of readiness for teaching activity, the personal and professional adaptation of a young teacher can be lengthy and difficult.

The relevance of this topic is obvious:

Problems of professional adaptation in the teaching environment have been the subject of research since the formation of domestic pedagogy. Scientists who studied the problem of developing a teacher’s professionalism considered adaptation as a stage in the development of a professional, characterized by mastering the system of relationships in a team, a new social role, acquiring professional experience and independently performing professional work.

The young teacher who stands at the teacher’s table is responsible for everything. It is the responsibility for the fate of each student, the younger generation, society and the state that characterizes the teaching position. What will be the results of the work of teachers today - this will be our society tomorrow. It is difficult to imagine another activity on which so much depends on the fate of every person and the entire nation.

I, as a young teacher, having come to school in 2011, experienced a number of difficulties associated with the adaptation process. These include relationships with colleagues, students, parents, administration, the inability to accurately calculate time in a lesson, logically arrange the sequence of stages, and difficulties in explaining the material. And this is not a complete list. When I started work, I realized that the knowledge I received at the university was, of course, good, but only theoretically; in practice, everything is different.

For me, as a young specialist, entering a new activity was accompanied by high emotional stress, requiring the mobilization of all internal resources. All this was accompanied by the constant need to master new types of activities.

The teacher-mentor helped solve this strategic problem. The necessary conditions were created for professional development, motivation for self-improvement, self-development, and self-realization. Many problems will be solved if the entire teaching staff provides assistance in adaptation to young specialists.

The main task of a mentor is to help a young teacher realize himself, develop personal qualities, communication and management skills.

Since mentoring is a two-way process, the main condition for the effectiveness of a mentor’s training of a young specialist in professional knowledge, skills and abilities is his readiness to transfer experience. The teacher-mentor must contribute in every possible way, in particular through personal example, to the development of the professional potential of a young specialist, to involve him in participation in the public life of the team, to form socially significant interests in him, to promote the development of general cultural and professional horizons, his creative abilities and professional skills.

Adaptation aspects:

Organizational

Psychophysiological

Professional

Socio-psychological

The employee’s assimilation of the role of the teacher in the general organizational structure of the school, the features of school management, and adaptation to new working conditions.

Adaptation to the physical and psychological stress of the teacher, his physiological working conditions.

Mastery by a young teacher of all types of teacher activities in accordance with job responsibilities and ethical standards.

Adaptation to a relatively new society, norms of behavior and relationships in the teaching staff

The period of entry into professional activity is called professional adaptation. “This is the process of an individual entering a new social environment with the goal of joint activity towards progressive change in both the individual and the environment.”

The problems of young teachers, which indicate difficulties in adapting to professional activity, can be divided into several groups:

problems caused by cognitive-informational (psychological-methodological) incompetence;

problems caused by unwillingness to solve educational problems;

problems based on communicative incompetence;

problems caused by the teacher’s personal characteristics (emotional characteristics, character, self-awareness, etc.);

social problems.

Problems caused by cognitive-informational (psychological-methodological) incompetence

A common problem for young teachers is lack of student attention in class. While preparing a lot and carefully for the lesson, the teacher sometimes develops to the smallest detail the scenario of his behavior and activities, but does not provide for the students’ employment, forgetting that the condition for concentrated attention is the active cognitive activity of the student. The problem of providing assistance to underachieving students lies in building school education based on the principles of developmental education. When the teacher calls “Think! Think!” - many students want to follow this call, but they cannot, they do not know how. And if the teacher asks: “What should I think?” - To

The problem of predicting the results of mastering educational material and the difficulties of students in mastering it.

There is a category of experienced teachers who do not predict difficulties for students when learning new material. Behind this problem lies the depth of knowledge of the subject, the age characteristics of students and, in particular, the characteristics of their perception and thinking, as well as a reflexive analysis of the process and results of their activities.

Problems caused by unwillingness to solve educational problems.

Young teachers say that they are not trained to carry out educational work, which is why they have problems. But there is no self-analysis of one’s behavior about the reasons for failures in educational work.

I roughly divided the period of entry into professional activity into four stages.

Stages

Problems

Solution

Stage 1.

2011

(September October)

Familiarization with the work requirements of a teacher and class teacher; degree of responsibility for the results of their work. This stage covers from one to two months (1 quarter).

Stage 2.

2012

At the second stage, the young teacher is involved in the work of creative groups organizing school-wide events. At the same stage, lessons are attended by the teacher-mentor and the school administration (1st year of work).

Methodological and organizational problems.

organization of the educational process;

requirements for maintaining school records;

forms and methods of organizing extracurricular activities and leisure time for students;

TSO (instruction on rules of use, safety precautions, possibility of use in practical activities);

mechanism for using (ordering or purchasing) didactic, visual and other materials.

Provide support to young teachers in the field:

practical and theoretical mastery of the basics of pedagogical activity (preparation, conduct and analysis of a lesson; forms, methods and techniques of teaching; basics of lesson management, etc.);

developing a program for your own professional growth;

choosing a priority methodological topic for self-education;

preparation for initial advanced training;

mastering innovative trends in domestic pedagogy and education;

Help from a teacher-mentor.

Namely: acquaintance with the activities of the school, methodological association, psychological service. Support and communication with experienced colleagues played a particularly important role. The methodological association and the teacher-mentor provided assistance in matters of teaching methodology, the specifics of the educational process and the assessment of student learning outcomes.

Stage 3.

2013-2014

Professional formation and development.

(2-3 years of work). Inclusion in the competitive movement (open lesson competition, methodological development competitions, etc.).

Identify your competitive advantages and see your shortcomings.

*Working with various sources (Internet resources, methodological literature, etc.).

Accordingly, in addition to participation in professional competitions, the necessary conditions were created for the active participation of a young teacher in professional seminars and conferences. A number of interviews and sessions were conducted on speaking and writing skills. This was done by the teacher-mentor, attending events together with the young teacher.

Stage 4.

2015

The final stage of adaptation is the fourth year of work.

Main problems:

* to what extent does the work cause a novice teacher a feeling of tension, anxiety, uncertainty;

* to what extent the teacher has mastered the knowledge and skills necessary for work;

* to what extent the orientation stage, the stage of getting to know the new position, is completed;

*what are the motives for choosing this profession;

* to what extent the teacher has mastered the professional role (has he acquired his own style of activity);

*to what extent does the teacher express a desire to improve professional competence;

* to what extent the teacher is satisfied with the work performed and its results;

*what is the teaching staff’s assessment of the teacher’s work achievements.

Analysis of the experience gained

(is the teacher able to move from the craft stage to the mastery stage).

(list the results of activities: competitions, publications, participation in seminars and conferences, etc.).

The duration of these periods may vary, depending on the individual characteristics of the person and the level of pedagogical support.

Also, at all stages of adaptation there were difficulties associated with organizing work with parents, since I was a class teacher from 2011 to 2015 academic year.

Problems of a young teacher when working with parents:

Problems

Solution

Result

Expectation of quick and easy success (the desire to quickly find easy answers to difficult questions);

Lack of experience in group interaction; - closeness of parents;

High level of tension and anxiety when faced with the need to participate in parent-teacher meetings.

1. Help from a mentor;

2. Help from a psychologist (consultations, recommendations, etc.);

3. Study of specialized literature (study of forms, methods and techniques for working with parents).

Joint activities with parents (assistance in organizing hikes, excursions, class and school events, etc.).

No comments from parents.

No conflicts with parents.

Performance results by class (2011 – 2015)

Preservation and promotion of health;

Victories of students in subject Olympiads and competitions;

Positive dynamics of student performance;

Passing the final certification for the 9th grade course.

Receiving a certificate “with honors” for the 9th grade course (Ksenia Borodina).

Adaptation of young professionals at school is a complex and multifaceted process. Every teacher, coming to work at a school, must first of all puzzle himself with the question of how to join the ranks of the school community less painfully and easily, to find an approach to his students and their parents, so that the education (training, upbringing, development, activities) of our children takes place the highest quality.