Problems of adaptation of young teachers in higher educational institutions (on the example of the Altai Territory)

Abstract

Professional formation of a personality is a multi-level process that covers a long period of human ontogenesis from the origin of professional interests to the completion of professional activity. One of the most important stages, largely determining the success of professional development, is adaptation to professional activity. Adaptation is the process of “entering” a profession, mastering the knowledge, skills, and skills necessary for its mastery. The problem of professional adaptation is of scientific interest from the perspective of various disciplines: pedagogy, psychology, sociology, vocational guidance, acmeology, etc. The conducted research is based on systematic and interdisciplinary approaches. In this article, the authors carried out a theoretical analysis of the problem of adaptation of young teachers, identified and characterized the main types of adaptation: social, psychological, professional. The article contains the results of a sociological study related to the adaptation of young teachers in higher educational institutions of the Altai Territory. The results of the study made it possible to identify the problems that complicate the adaptation of young teachers at the university. These problems fully reflect the realities of the modern system of higher professional education. The conducted research may be of scientific interest, first of all, for students at the stage of completion of professional education, young teachers, as well as for scientists whose sphere of interests includes professional personal development.