ADAPTATION OF NOVICE UNIVERSITY TEACHERS WITH EXPERIENCE OF 1-3 YEARS AND 3-5 YEARS
The article is focused on the issue of adaptation of novice university teachers. The purpose of this study is as follows: 1) to assess the professional readiness of the novice university educators; 2) to find out the problems they face in professional, psychological and motivational spheres of induction process; 3) to compare the frequency of the detected problems within the groups of novice teachers with 1- 3 year and 3-5 year experience. The article presents the results of a study conducted at Peter the Great St. Petersburg Polytechnic University. Novice educators (N 40) took part in the series of interviews. Their induction process was also evaluated through the analysis of their workload manageability (appraisal on the basis of individual plan implementation, absence of conflict situations, academic performance of students, etc). Results of appraisal made it possible to evaluate the readiness for professional activities and to figure out the main problems teachers faced in professional, psychological and motivational spheres of induction process. Comparison of novice teachers (1-3 year experience) and young teachers (3-5 year experience) resulted in the following findings: there is a positive tendency in all the spheres of adaptation, though the difference between the values of novice and young teachers is in most cases statistically insignificant. One of the most effective ways of novice professional induction can be the professional and psychological support provided by mentoring and individual assistance, performed in the form of on-the-job training, instructional interactions with mentors and experienced colleagues. Basically, it can be looked at under the term of social resources.