Professional Development and Training for Young Teachers in Russia

Abstract

Abstract. Based on TALIS-2013 results, we analyze the formal education of young teachers in Russia, their allocation, induction, professional development, the challenges they meet in teaching, and their satisfaction with the feedback they receive from their colleagues and school administration. We show that Russian teachers are not a homogeneous whole, as evaluations made by teachers of different ages differ greatly in all areas. Young teachers face challenges in professional communication and barriers to participation in professional development. At the same time, they are not prepared to solve practical teaching tasks and have insufficient knowledge of modern teaching techniques. We come to the conclusion that young teachers need more opportunities for professional development, particularly for active learning methods and learning in groups. Their chances of successful adaptation to school teaching standards could be increased by providing them with a specific induction and adaptation period to support their basic motivation and prevent the flight of young teachers from school due to low job satisfaction.

Modernization of Regional Continuing Pedagogical Education in the «School-College-Institute»

“…The content of the technological unit developed in the study of the modernization model of regional continuing pedagogical education in the aspect of postgraduate support of graduates of pedagogical profile corresponds to the scientific results (Zagvyazinsky, 2016;Ilyina, Solyankina, 2016;Pinskaya et al, 2016). The studies suggest the creation of special "pedagogical residencies" with experience in the implementation of internship sites, in general, the system of professional adaptation of graduates, starting with the graduation course and ending with the first three years of professional activity in school.…”

“…The main task of researchers is most often to justify the ways and possibilities to enhance the training of teachers in continuous systems "college-university" and "school-university" (Volodina et al, 2017;Yuzhaninova, 2014;McMahon et al, 2013;Zeichner, 2012 ;Sobolev, 2016;Miles et al, 2016;Park et al, 2016;Iwakuni, 2017;West, Saine, 2017;Li, 2018, etc.). Also, a number of researchers propose the implementation of the modernization of gradual introduction of graduates of pedagogical profiles into independent professional activities (Trent, 2012;Pereira, 2013;Ovcharov, Lopatkin, 2015;Fedorov, Sedykh, 2015;Zagvyazinsky, 2016;Maslinsky, Ivanyushina, 2016;Pinskaya et al , 2016;Rijswijk et al, 2016;Gafurov et al, 2018, etc.). Particularly noteworthy are the works published abroad and aimed at finding ways to solve the reduction in the quantity and quality of teaching staff observed in Russia (Sabirova, 2014;Sobolev, 2016;Ismagilov et al, 2017).…”

Exploring the Development of Psychological and Pedagogical Competence in Young Teachers

“…Ф. Ильина, Н. Ф. Логинова Исследование становления психолого-педагогической компетентности молодых педагогов развитие. Многочисленные психолого-педагогические и социологические исследования профессиональной деятельности и профессионального самочувствия молодых педагогов дают основания выделять их в особую категорию персонала, требующую специального внимания [Вершловский, 2013;Маслинский, Иванюшина, 2016;Ленская, Пинская, 2015;Пинская, Пономарева, Косарецкий, 2016;Митрофанов, 2012;.…”

Innovations In Foreign Pedagogical Education At The Modern Stage

“…In relation to this the appearance of action research concept is of great importance (Polupanova, 2007). TALIS-2013 (Teaching and Learning International Survey) was conducted in 2013 (Pinskaya, Ponomareva, Kosaretsky, 2016). On the basis of the data obtained in this study, the foreign scientists came to the conclusion that future teacher training is at the root of the problems faced by young teachers as it lacks some important components.…”

“…In Canada, for example, the proportion is more than 80%; in the Netherlands, Australia and Japan it's more than 90% while in Singapore 100% of young teachers go through this official stage of adaptation. (Pinskaya, Ponomareva, Kosaretsky, 2016).…”