NOVICE UNIVERSITY TEACHERS: COMPARISON OF YOUNG PROFESSIONALS WITH AND WITHOUT PEDAGOGICAL EDUCATION

Abstract

Purpose of the study: To determine problems of novice university teachers without pedagogical education face in professional, psychological, and motivational spheres of induction and compare the frequency of the detected problems in these spheres of induction process within the groups of novice university teachers with and without pedagogical education. Methodology: An exploratory inductive approach was adopted in this study. 93 novice educators 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 in SPSS Version 23 (IBM Corp., 2016), which provided the researchers with new insights and detailed results. Main Findings: All novice university teachers face problems of adaptation to professional activity. Comparison of novice university teachers with and without pedagogical education resulted in the following findings: 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. Applications of this study: This study can be useful in planning the curriculum for postgraduate students. Educational authorities should take into consideration the identified difficulties faced by young university teachers without pedagogical education in the process of planning the curriculum for postgraduate education programmes and professional development programmes. Novelty of this study: This 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. The obtained results can enhance the educational programmes of the professional development of young university teachers.