Science for Education Today, 2024, vol. 14, no. 5, pp. 158–180
© Permyakov A. V., Petryakov P. A., Shirin A. G., Tsyvunina A. D., Pevzner M. N., 2024
UDC: 
378.1

Professional and personal development of newly-qualified teachers as a factor in sustainable development of the region

Permyakov A. V. 1 (Veliky Novgorod, Russian Federation), Petryakov P. A. 1 (Veliky Novgorod, Russian Federation), Shirin A. G. 1 (Veliky Novgorod, Russian Federation), Tsyvunina A. D. 1 (Veliky Novgorod, Russian Federation), Pevzner M. N. 1 (Veliky Novgorod, Russian Federation)
1 Yaroslav-the-Wise Novgorod State University
Full text (Open Access) — Downloaded 113
Abstract: 

Introduction. The article is devoted to the problem of newly-qualified teachers’ professional development. The aim of the study is to identify the difficulties of novice teachers during their adaptation in educational settings of the region and to substantiate the ways to improve the quality of initial teacher education in the system of continuous teacher education.
Materials and Methods. The methodological basis of the study consists of contextual biographical and cluster approaches. The contextual biographical approach involves studying teachers’ professional biographies in the system of continuing education, taking into account complex external conditions. The cluster approach defines the principles of interaction between various stakeholders within the regional community in order to ensure the sustainable development of the regional educational system. In order to achieve the research goal, the following methods were used: theoretical (analysis of scholarly literature, comparison, generalization) and empirical (online questionnaire, focus group method, method of independent expert assessments).
Results. Based on the analysis of scholarly literature, the authors provide their definition of professional and personal teachers’ development as a basic component of their professional development during the period of initial teacher education and at the initial stage of professional development. The authors argued that the main difficulty of novice teachers during the adaptation period is their interaction with various subjects of the educational process at school - students and their parents. The article substantiates the necessity of creating a regional educational cluster as an effective mechanism for improving the quality of initial teacher education at different stages of continuous teacher education.
Conclusions. Based on the authors’ idea about professional and personal development of teachers as a basic component of their professional development in the initial period of their working life, the study reveals the main difficulties of novice teachers during their adaptation in educational settings of the region, overcoming of which requires changes in the system of psychological, teacher and methods education at universities and colleges. As an effective mechanism for improving the quality of teacher education, the authors substantiated the idea of creating a pedagogical scientific and educational cluster in the region, which unites the participants of the territorial educational community interested in providing the regional education system with highly qualified teaching staff.

Keywords: 

Sustainable development of the region; Professional development of teachers; Teacher education; Regional pedagogical cluster; Adaptation of novice teachers; Quality of teacher education; Regional university

For citation:
Permyakov A. V., Petryakov P. A., Shirin A. G., Tsyvunina A. D., Pevzner M. N. Professional and personal development of newly-qualified teachers as a factor in sustainable development of the region. Science for Education Today, 2024, vol. 14, no. 5, pp. 158–180. DOI: http://dx.doi.org/10.15293/2658-6762.2405.08
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Date of the publication 31.10.2024