On the issue of the successful professional adaptation of pedagogical universities students

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The article indicates the relevance of the study on the adaptation problem of pedagogical universities graduates to their professional activities. The approaches that can allow to defne the adaptation success criteria of pedagogical high schools graduates are highlighted. There are also presented the indicators of teachers’ adaptation success to their professional activity in the preschool educational organizations. The existing organizational methods for teachers’ adaptation psychological support to the professional activity and its methodological problems are considered, and a solution method of psychological support problems, based on the usage of adaptation potential of personality concept is offered. There was conducted a comparative analyses of the professional activity adaptation features. The carried out analyses involved tutors who had participated in the generalized model of multilevel adaptation support system and teachers of preschool organizations whose adaptation had spontaneous character. This has justifed the implementation of an innovative multi-level adaptation support system model: the experiment helped the tutors to form internal determinants of professional development through the relationship of internal motives and adaptation as a whole. The article describes the results of the multi-level adaptation support system model practical implementation and thus created a psychological basis for professional development willingness and provided an improved way of the objective assessment of the teachers’ successful adaptation to the profession: the actualization and mobilization of adaptive potential within the professional refexive environment, which allows to understand and determine the development strategy of professional prospects, to form an adequate level of the teaching profession self-image, and to organize one’s professional activity which would be focused on the knowledge of personal constructs and self-development. Successful adaptation to the professional activity is the key to the further development of each teacher both as a personality and as a specialist.