Moskva, Moscow, Russian Federation
Russian Federation
Russian Federation
The article deals with the issue of professional adaptation of young teachers, how exactly to socialize a young teacher in a team, establish relationships with students and parents, deal with conflict situations and succeed in educational activities. This article serves as a tool for reviewing and analyzing the opinions of students of pedagogical universities about the risks and benefits of the work of a young teacher. The purpose of the study: to identify the opinions of representatives of student youth, who are students of the pedagogical direction, in Moscow, on the adaptation of a young teacher to professional activities. The results of the focus group analysis made it possible to identify the main systems of ideas about the effective development of practical skills in a young teacher. They were active interaction with children and accumulated work experience. The participants noted that for the positive effect of learning, the “gamification” of the lesson is important, which implies an entertaining form of the lesson and the inclusion of interesting innovations. It was concluded that a young teacher often becomes a hostage to the subjective opinion of a more experienced teacher, but, on a par with this, such a concept as mentoring is also acceptable. The problem of relationships and mutual understanding on the part of the student, parent or team has led to a series of discussions about exactly how gossip about the incompetence of a young teacher is born and for what reason there are difficulties with such social adaptation. Only the teacher himself can dispel stereotypes, guided by ethics, norms of justice, knowledge, skills and despite the difficulties.
young teachers, adaptation, socialization of a young teacher, work of a young teacher, practical skills
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