Drawbacks and Difficulties of Young Teachers'' Activity
The article dwells on some theoretical-pedagogical approaches to the study dealing with professional adaptation of young teachers. Scientifically grounded treatments of interaction between vocational and socio-pedagogical adaptation of young teachers as a factor of elevation of pedagogical activity are adduced. Proceeding from the assumption of theoretical analysis related to pedagogical scientists’ works the authors come to the conclusion that adaptation to vocational activity is an important stage referring to the beginning of labour life of each young pedagogue. Young teachers perceive the lack of both knowledge and abilities which can be mastered only in the course of practice, and pedagogical theory which a teacher learnt in student years is considered as a generalization of practice and it cannot serve as a guiding line in a concrete pedagogical situation. Meanwhile, upbringing situations young teachers face with bear a complex character and in order to solve them all arsenal of psychological-pedagogical knowledge and abilities is needed.