Mentoring of Novice Teachers' Induction to the Profession: Russian Perspective

• In Event: Mentoring in Teacher Induction Programs: Helping Beginner Teachers to Teach

Abstract

The issue of novice teachers’ induction to the profession in Russia is relevant due to the social significance of the professionalism factor in the Russian education modernization. Particular attention is paid by the Russian government and by local authorities to projects related to the effective adjustment of novice teachers in the professional environment. This process involves collaborative work of management and staff of schools, higher education institutions, ministries and agencies. The leading mechanisms of professional development are reflexive management technologies in the educational institutions (Valeeva & Kalimullin, 2019). Creating qualitatively new content and conditions of scientific and methodological support to a novice teacher in the elaboration of new professional standards requires the development of productive innovations in their mentoring (Valeeva, Baklashova, Latypova, (2018). The design and implementation of the projects related to the induction of young teachers to the professional environment is carried out in accordance with the national priorities of formal and non-formal teacher education legally enshrined in the Federal Law "On education in the Russian Federation" (2012), the Labor Code of the Russian Federation, the Federal State Educational Standards of Higher Education, the Teachers’ professional standard (2013). The purpose of these projects is to ensure the professional growth of novice teachers who are able to carry out the quality of general education while the dominant role in its implementation is played by the school itself, its teaching and managerial staff. (Polyakova, Latypova, Sungatullina, 2017).

The purpose of the study is to theoretically substantiate the potential of innovative organizational models of advanced training and mentoring of novice teachers in relation to their professional development, as well as experimentally evaluate their indirect influence on their development as professionals. The main research methods are: research subject analysis on the basis of study of psychological and pedagogical literature, a reflective and systematic analysis of professional and pedagogical activity, a qualitative factor analysis of in-depth interviews of 15 novice teachers. The current study indicates a positive indirect effect of innovative organizational models of advanced training and mentoring of novice teachers on the professional development of novice teachers. The study results can be used in the development and modification of curricula, working programs of centers of excellence at the universities and schools, in comparative scientific works on teacher education with identification of the possibilities of mentoring novice teachers’ professional development in different countries worldwide.

Authors

• Roza A. Valeeva, Institute of Psychology and Education, Kazan Federal University, Russia

• Aydar Kalimullin, Head University

• Tatiana Baklashova

• Liliia Latypova, Kazan (Volga Region) Federal University