Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity
https://doi.org/10.26907/esd.18.1.06
Abstract
In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher and the attractiveness of the teaching profession, and to create certain conditions for retaining young teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’ of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into the profession. The potential of non-formal education is described and justified.
The research aims to develop a model of “easy entry” into the teaching profession based on the analysis of difficulties that novice teachers encounter. The obtained data enabled the author to identify the difficulties faced by young teachers in their professional activity, as well as the reasons for these challenges and possible ways of dealing with the problems. Based on the research findings, the role and potential of non-formal education in the “easy” entry into the teaching professional were explained. The significance of the study lies in changing the options in relation to the forms for improving professional competencies, creating conditions for creative self-expression and selfrealization as a factor of successful entry into the professional activity.
About the Author
G. Chemodanova
North Kazakhstan University named after M. Kozybayev
Kazakhstan
Kazakhstan
Galina Chemodanova
Petropavlovsk
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Review
For citations:
Chemodanova G. Conditions for the “Easy” Entry of Novice Teachers into the Professional Activity. Education and Self-Development. 2023;18(1):72-86. (In Russ.) https://doi.org/10.26907/esd.18.1.06
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