Challenges of Professional Adaptation: Difference Between Novice University Teachers with and Without Pedagogical Training

Abstract

AbstractNovice teachers face challenges in the process of adaptation to professional activity. These problems can be caused by a heavy workload, lack of confidence in the level of professional training, lack of creativity and teaching skills, and the need to cope with a large amount of information that is not directly related to the preparation and conduct of classes. All these difficulties entail an unfavourable balance between work and personal life. The aim of the study is to identify the challenges novice university teachers face in the beginning of their career and compare the frequency of the detected problems within the groups of respondents with and without pedagogical training. 93 novice educators of Peter the Great St. Petersburg Polytechnic University took part in the series of surveys. The researchers applied the quantitative method to collect data using a questionnaire. The study involved quantitative data analysis containing the descriptive statistical analysis and the correlation analysis. It was found out that novice teachers face problems in professional, psychological, and motivational spheres of adaptation. The difference between the values of novice teachers with and without a teaching degree is, in most cases, statistically significant. It makes it possible to conclude that university teachers without pedagogical education need support via additional educational programmes. The research is particularly relevant for improving the professional culture of specialists in the field of education and contributes to the solution of the professional adaptation problem faced by novice educators.KeywordsCareer challengesNovice university teachersProfessional adaptationPostgraduate studentsPedagogical education