Roza Valeeva and Tatiana Baklashova took part in the annual conference organized by the American Educational Research Association (AERA).
Today, the conference of the American Educational Research Association (AERA), which brought together more than 20 thousand scientists from around the world, is the largest international scientific event in the field of educational research. As practice shows, the acceptance of applications for AERA ends 9 months before the start of the conference itself. The competition among applicants is very strong. Approval for AERA is received by about 10% of applications - therefore, getting an invitation to participate is very pleasant and very cool.
It is all the more pleasant that this is not the first time that researchers from Kazan Federal University have taken part in the conference - this confirms the importance and prospects of integrating their research into international scientific networks.
This year, KFU scientists presented the Russian experience of mentoring for young teachers who are just starting their career in the profession. This is the result of the study Mentoring of novice teachers' induction to the profession: Russian Perspective, conducted by scientists from Kazan University: Aydar Kalimullin (Director of the Institute of Psychology and Education ), Roza Valeeva (Head of the Department of Pedagogy of the IPO), Tatyana Baklashova (Deputy Director for International Activities of the IPO), Lilia Latypova (Associate Professor of the Institute of Management, Economics and Finance).
The question of attracting novice teachers to the profession in Russia is relevant in connection with the social significance of the factor of professionalism in the modernization of Russian education. The quality of work of a novice teacher, his readiness to develop professional skills, motivation to work and a desire to stay in the profession or change it largely depends on the success of his adaptation in school.
However, as statistics show, the average age of a Russian teacher is 45–46 years, and there is a tendency towards a gradual decrease in the proportion of young teachers and an increase in the number of teachers in the older age group.
Researchers identified the following as the main reasons for dismissal among novice teachers in all countries: lack of professional experience; a lot of work; lack of respect from society; constant changes; student behavior; external supervision of the educational process; low salaries; cultural and professional isolation; lack of career opportunities.
- Preparing a teacher for complex multifunctional activities is a holistic, long and continuous process focused on the formation of personal qualities, professional abilities, knowledge and skills that are adequate to both his personal needs and qualification requirements, the researchers note. - A significant role in solving this strategic task is played by the mentoring system, which can activate the process of professional development of a young teacher and the formation of his motivation for self-improvement, self-development and self-realization. Despite the high appraisal of the institute of mentoring by Russian teachers and school principals and their request for the development of such an institute, it is not yet systematic.
Statistics
Two-thirds of all Russian teachers say they did not take introductory courses either when they were first hired as teachers or at the school they were working at at the time of the survey.
As a result of the study, a positive dynamics was revealed in the groups of respondents according to the parameter "Growth of the motivational component", especially the great growth was shown by work in project activities to prevent emotional burnout of novice teachers. Scientists also noted the impact on young teachers and the project "Business and Psychological Safety", which made it possible to clearly plan the work of young teachers, overcome the monotony of work, reduce the deficit of administrative, social and professional support.
The study opened up interesting perspectives on mentoring models for aspiring teachers, in particular increasing the motivation of aspiring teachers; building up the methodological potential of young teachers; professional development of novice teachers; individual support for aspiring teachers; development of corporate culture and development of social partnership.
However, this research is just the beginning, and more in-depth research is required in the future, especially in relation to aspiring teachers who are not undergoing formal postgraduate training. In addition, similar studies can be conducted in different school settings and with different members of the school community.
“It would be useful to conduct international research to find out if novice teachers from different cultures have different views on their professional development,” the scientists summed up during their speech at the conference.