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 61
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
References: 
  1. Tretyakova E. A., Alferova T. V. Management of the stable development of social-economic system: Institutional aspects. Russian Journal of Economics and Law = Current Problems of Economics and Law, 2012, no. 4, pp. 195-201. (In Russian) URL: https://www.elibrary.ru/item.asp?id=18207063
  2. Alferova T. V., Tretyakova E. A. Structural modeling of the relationships of regional sustainable development goals. Bulletin of the South Ural State University. Series: Economics and Management, 2024, vol. 18 (2), pp. 5-24. DOI: https://doi.org/10.14529/em240201 URL: https://www.elibrary.ru/item.asp?id=67914805
  3. Borkova E. A. Modeling socio-economic interrelations as a way to assess sustainable development of the region. Theory and Practice of Service: Economics, Social Sphere, Technology, 2022, no. 3, pp. 24-30. (In Russian) URL: https://www.elibrary.ru/item.asp?id=49534200
  4. Zolotareva A. V., Bayborodova L. V., Gruzdev M. V., Kharisova I. G. Ensuring the unity of the federal system of scientific and methodological support for teacher professional development: Opportunities and risks. Obrazovanie i Nauka = The Education and Science Journal, 2023, vol. 25 (9), pp. 12-43. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2023-9-12-43 URL: https://elibrary.ru/item.asp?edn=xkyfye
  5. Gallant A., Riley P. Early career teacher attrition: New thoughts on an intractable problem. Teacher Development, 2014, vol. 18 (4), pp. 562-580. DOI: https://doi.org/10.1080/13664530.2014.945129
  6. Jerrim J., Sims S. When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 2021, vol. 105, pp. 103395. DOI: https://doi.org/10.1016/j.tate.2021.103395
  7. Lemon N., Turner K. Unravelling the wellbeing needs of Australian teachers: A qualitative inquiry. Australian Educational Researcher, 2024. DOI: https://doi.org/10.1007/s13384-023-00687-9
  8. Devos A. New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education, 2010, vol. 26 (5), pp. 1219-1223. DOI: https://doi.org/10.1016/j.tate.2010.03.001
  9. Naidoo L., Wagner S. Thriving, not just surviving: The impact of teacher mentors on pre-service teachers in disadvantaged school contexts. Teaching and Teacher Education, 2020, vol. 96, pp. 103185. DOI: https://doi.org/10.1016/j.tate.2020.103185
  10. Stewart T. T., Jansky T. A. Novice teachers and embracing struggle: Dialogue and reflection in professional development. Teaching and Teacher Education: Leadership and Professional Development, 2022, vol. 1, pp. 100002. DOI: https://doi.org/10.1016/j.tatelp.2022.100002
  11. Kun A., Gadanecz P. Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian teachers. Current Psychology, 2022, vol. 41 (1), pp. 185-199. DOI: https://doi.org/10.1007/s12144-019-00550-0
  12. Wang H.-H., Fwu B.-J. “Once hired, seldom gone”: The deliberation process of beginning teachers in Taiwan in deciding to stay in teaching. Teaching and Teacher Education, 2014, vol. 37, pp. 108-118. DOI: https://doi.org/10.1016/j.tate.2013.10.004
  13. Oppi P., Eisenschmidt E. Developing a professional learning community through teacher leadership: A case in one Estonian school. Teaching and Teacher Education: Leadership and Professional Development, 2022, vol. 1, pp. 100011. DOI: https://doi.org/10.1016/j.tatelp.2022.100011
  14. Zotova N. G., Peredelskaya S. A., Tikhomirov M. Y. Professional longevity as a problem of the value-semantic regulation of teacher activity. Behavioral Sciences, 2019, vol. 9 (12), pp. 151. DOI: https://doi.org/10.3390/bs9120151 URL: https://www.mdpi.com/2076-328X/9/12/151
  15. Li J., Xue E., He Y. investigating the effect of cognitive–behavioral, mindful-based, emotional-based intervention and professional training on teachers’ job burnout: A meta-analysis. Behavioral Sciences, 2023, vol. 13 (10), pp. 803. DOI: https://doi.org/10.3390/bs13100803
  16. Chang M. L. An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 2009, vol. 21 (3), pp. 193-218. DOI: https://doi.org/10.1007/s10648-009-9106-y
  17. Carroll A., Forrest K., Sanders-O’Connor E., Flynn, L., Bower, J. M., Fynes-Clinton, S., York, A., Ziaei, M. Teacher stress and burnout in Australia: Examining the role of intrapersonal and environmental factors. Social Psychology of Education, 2022, vol. 25 (2-3), pp. 441-469. DOI: https://doi.org/10.1007/s11218-022-09686-7
  18. Gunn T. M., McRae P. A. Better understanding the professional and personal factors that influence beginning teacher retention in one Canadian province. International Journal of Educational Research Open, 2021, vol. 2, pp. 100073. DOI: https://doi.org/10.1016/j.ijedro.2021.100073
  19. Li P.-H., Mayer D., Malmberg L.-E. Teacher well-being in the classroom: A micro-longitudinal study. Teaching and Teacher Education, 2022, vol. 115, pp. 103720. DOI: https://doi.org/10.1016/j.tate.2022.103720
  20. Smeplass E., Schmees J. K., Leiulfsrud H. Global blueprints, national problem constructions and local contradictions in Norwegian teacher training. Cogent Education, 2023, vol. 10 (2). DOI: https://doi.org/10.1080/2331186X.2023.2256205
  21. García-Martínez I., Pérez-Navío E., Pérez-Ferra M., Quijano-López R. Relationship between emotional intelligence, educational achievement and academic stress of pre-service teachers. Behavioral Sciences, 2021, vol. 11 (7), pp. 95. DOI: https://doi.org/10.3390/bs11070095
  22. Kobzeva L. N. Psychological and pedagogical factors for the formation of professionally important qualities of future teachers in modern educational space. Modern Problems of Science and Education, 2022, no. 5, pp. 63. (In Russian) DOI: https://doi.org/10.17513/spno.32054 URL: https://www.elibrary.ru/item.asp?id=49767163
  23. Ulyanova I. V. Methodology of professional and personal reflexia of students - future teachers in the conditions of the educational process. Modern Problems of Science and Education, 2022, no. 1, pp. 22. (In Russian) DOI: https://doi.org/10.17513/spno.31449 URL: https://www.elibrary.ru/item.asp?id=48073452
  24. Belolutskaya A. К., Krishtofik I. S., Mkrtchyan V. A. Features of teacher’s reflection: Connection with personal and professional value orientations. The Education and Science Journal, 2022, vol. 24 (7), pp. 160-190. (In Russian) DOI: https://doi.org/10.17853/1994-5639-2022-7-160-190 URL: https://www.elibrary.ru/item.asp?id=49385459
  25. Golubkova J. G. Features of teacher’s reflection: Connection with personal and professional value orientations. Business. Education. Law, 2022, no. 4, pp. 529-533. (In Russian) URL: https://www.elibrary.ru/item.asp?id=49818906
  26. Tretyakova V. S. Forecasting the professional future as an innovative technology for managing the professional development of students. Vocational Education and Labour Market, 2022, no. 1, pp. 112-126. (In Russian) DOI: https://doi.org/10.52944/PORT.2022.48.1.007 URL: https://www.elibrary.ru/item.asp?id=48176478
  27. Agafonova V. M. Mentoring as a form of scientific and methodological support for the professional development of a future teacher. The World of Science, Culture and Education, 2023, no. 4, pp. 136-138. (In Russian) URL: https://www.elibrary.ru/item.asp?id=48176478
  28. Geintse L. A. Scientific and methodological support of teachers as a tool for developing professional and personal competencies in advanced professional education. Bulletin of Kemerovo State University. Series: Humanities and Social Sciences, 2024, vol. 8 (1), pp. 75-88. (In Russian) DOI: https://doi.org/10.21603/2542-1840-2024-8-1-75-88 URL: https://www.elibrary.ru/item.asp?id=62746611
  29. Zritneva E. I., Naimanova M. M. Technologies of mentoring in professional and personal development of students. The World of Science, Culture and Education, 2024, no. 1, pp. 352-354. (In Russian) URL: https://www.elibrary.ru/item.asp?id=63020967
  30. Podduba S. G. Features of the implementation of support for the professional and personal development of teachers in the work of the scientific and methodological service of a general education organization. Pedagogy and Psychology of Education, 2023, no. 4, pp. 108-122. (In Russian) DOI: https://doi.org/10.31862/2500-297X-2023-4-108-122 URL: https://www.elibrary.ru/item.asp?id=60057064
  31. Kuskova M. V. Tutor support for the professional development of young teachers in the context of a system of continuing additional education. The World of Science, Culture and Education, 2024, no 1, pp. 318-320. (In Russian) URL: https://www.elibrary.ru/item.asp?id=63020952
  32. Dmitrieva I. A. A model of tutor support for the professional development of a young and novice teacher of secondary vocational education. Nauchno-pedagogicheskoye obozreniye = Pedagogical Review, 2022, no. 2, pp. 73–82. (In Russian) DOI: https://doi.org/10.23951/2307-6127-2022-2-73-82 URL: https://www.elibrary.ru/item.asp?id=48215529
  33. Dmitrochenko T. V. Consideration of the cluster approach as a basis for creation of a regional scientific and educational cluster. Amur Scientific Bulletin, 2021, no. 3, pp. 11-15. (In Russian) URL: https://www.elibrary.ru/item.asp?id=46713998

 

Date of the publication 31.10.2024