ISSN:
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2023
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
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ADAPTATION OF YOUNG PHYSICAL EDUCATION TEACHERS.
I.U.Nurmetova
National University of Uzbekistan named after Mirzo Ulugbek,
Faculty Taekwondo and sports activities
Teacher.
https://doi.org/10.5281/zenodo.10425878
Abstract. The relevance of research on the adaptation of young physical education
teachers is dictated by the modern challenges of Russian education, primarily the need to meet the
targets of the national project "Education", in particular, "70% of teachers under the age of 35
will be involved in various forms of support and support in the first three years of work, by the end
of 2024." Young teachers, including physical education teachers, in the conditions of the new
geopolitical reality are the strategic resource that should become the main one in the formation
of a new paradigm of education in Uzbekistan.
The aim of the study is to assess the adaptation process of young physical education
teachers in Yekaterinburg, to identify the main reasons for the difficulty of entering the profession
and moving to the next stage of professional development. The article was written on the basis of
the study conducted by the authors in May 2023. research of young teachers – teachers of physical
culture, whose experience does not exceed five years.
In total, 20 teachers of Yekaterinburg schools were interviewed. Socio-professional
adaptation is understood as "the process of interaction between the individual and the professional
environment, during which the development of goals, values, norms of professional activity is
carried out, due to a combination of external and internal factors that ensure the optimal
functioning and development of the individual in the profession."
Keywords: adaptation, young teachers of physical culture, professional adaptation, socio-
psychological adaptation.
АДАПТАЦИЯ МОЛОДЫХ УЧИТЕЛЕЙ ФИЗИЧЕСКОЙ ВОСПИТАНИЯ.
Аннотация. Актуальность исследований по вопросам адаптации молодых
учителей физической культуры продиктована современными вызовами российского
образования, в первую очередь необходимостью достижения целевых показателей
национального проекта «Образование», в частности «70% учителей в возрасте до 35 лет».
будет задействован в различных формах поддержки и поддержки в первые три года
работы, до конца 2024 года».
Молодые учителя, в том числе учителя физкультуры, в условиях новой
геополитической реальности являются тем стратегическим ресурсом, который должен
стать основным в формировании новой парадигмы образования в Узбекистане. Цель
исследования - оценить процесс адаптации молодых учителей физкультуры
Екатеринбурга, выявить основные причины трудностей вхождения в профессию и
перехода на следующий этап профессионального развития. Статья написана на основе
проведенного авторами в мае 2023 г. исследования молодых педагогов – учителей
физической культуры, стаж которых не превышает пяти лет. Всего было опрошено 20
учителей екатеринбургских школ.
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Под социально-профессиональной адаптацией понимают «процесс взаимодействия
личности и профессиональной среды, в ходе которого осуществляется развитие целей,
ценностей, норм профессиональной деятельности, за счет сочетания внешних и
внутренних факторов, обеспечивающих оптимальное функционирование и развитие
личности в профессии».
Ключевые слова: адаптация, молодые учителя физической культуры,
профессиональная адаптация, социально-психологическая адаптация.
The problems of adaptation of young specialists invariably attract the attention of
researchers, in particular, the formation of the teacher's personality in the process of professional
adaptation is deeply studied in the works of others. A valuable contribution to the study of
adaptation processes has become the work of any novice teacher, like any young specialist, is faced
with standard types of adaptation: "professional adaptation is the improvement of professional
abilities based on additional development of knowledge and skills, the formation of professionally
necessary personal qualities, a positive attitude to their work.
Psychophysiological adaptation is the mastering of the totality of all conditions that have a
different psychophysiological effect on an employee during work. Socio-psychological adaptation
is the adaptation of an employee to the manager, the team and the organization, his inclusion in
the system of relationships between the members of the team with its traditions, norms of life,
value orientations." Next, we consider adaptation "as a multicomponent dynamic education
consisting of three components: communicative, emotional, motivational." Nevertheless, in the
process of adaptation of young physical education teachers, of course, there are their own
peculiarities.
Because, according to the opinion, "the professional activity of a physical education teacher
is a complex activity in its psychological content, requiring from a specialist not only knowledge
of the theory and practice of teaching and upbringing, but also the ability to organize the process
of physical education of schoolchildren, which is based, among other things, on the personal
qualities of the teacher, his motivational and value attitude to professional activity".
Thus, it can be stated that in the process of adaptation to the profession for a young teacher
of physical culture, in addition to the actual professional knowledge and skills, the formation of
his subjective and personal sphere plays a special role, since in the process of education he is
responsible not only for the psychological well-being of his students, but also for his physical,
bodily health, which imposes additional responsibility on the teacher and involves him in
additional professional risks. To identify difficulties in the adaptation of young physical education
teachers in Yekaterinburg, the authors conducted a study in which 20 teachers under 35 years of
age, whose work experience does not exceed 5 years, took part (Figure 1).
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VOLUME 2 / ISSUE 12 / UIF:8.2 / MODERNSCIENCE.UZ
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12 Physical education teachers: 5 men (all have higher secondary education) and 7 women
(5 people have higher education and 2 respondents have secondary vocational education) (Fig. 2.)
The main criteria for the adaptation of young physical education teachers were:
1) identification of readiness for professional activity;
2) determining the degree of job satisfaction in an educational organization;
3) determination of the degree of emotional comfort.
1. All respondents note life satisfaction over the past year, only 50% are satisfied with their
professional activities, while 90% of respondents understand their professional duties well and the
same number noted that they are satisfied with the status of a teacher in an educational institution.
This indicates a high motivation for professional activity among young professionals with reduced
satisfaction from its implementation.
2. To questions about the organization and working conditions, respondents gave
contradictory answers: 90% noted good management (question 5), but 60% noted insufficient
provision of equipment and devices (question 10), and 70% indicated insufficient communication
with management (question 6), and low wages (50%). Perhaps these contradictions are objective
0
2
4
6
8
10
12
14
16
Men
women
retraining
higher education
secondary vocational
education
0
1
2
3
4
5
6
7
Men
women
higher education
secondary vocational
education
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in nature: the problem of salaries of young professionals is always and everywhere acute and can
be resolved by the efforts of the administration of an educational institution. According to the city
works, the average salary of a physical education teacher in the Sverdlovsk region for 2023 is
29,247 rubles; the average salary of a physical education teacher in Yekaterinburg for 2023 is
31,096 rubles. However, most often in vacancies there is a salary of 25,000 rubles (modal) [4]. At
the same time, various incentive allowances are not taken into account, which are very limited for
young professionals.
3. Regarding management, the main complaint on the part of young specialists is
insufficient provision with everything necessary and insufficient communication. If the first one
can take into account the financial difficulties of educational institutions, then communication with
the administration is entirely in the field of improving the management process. It is not surprising
that only half of the respondents would like to continue working in an educational institution, and
60% are not sure about their life prospects in this educational institution.
The question of the clarity of young specialists' understanding of their work expectations
is very interesting. 30% of respondents do not understand the requirements imposed on them in
their professional activities. Such a high percentage of disoriented teachers is alarming. This
question can be interpreted in a broad sense: earlier we noted that the adaptation of a physical
education teacher depends on the process of formation of the subjective-personal sphere,
ideological norms and values.
And, perhaps, being involved in the process of more informal communication with
students, young physical education teachers are experiencing some difficulties with this aspect.
Especially at the moment of extreme socio-political turbulence and the sharp polarization
of mass consciousness, especially among young people. These conclusions are of fundamental
importance and need further research.
It should be emphasized that the motivation for the activity of a teacher among respondents
is very high, in particular, as follows from Table 4, for all respondents, the absolute priority of
activity is interesting work, friendly attitude of the management to the team, attention to the
opinion of the team from the management and the opportunity to show initiative and
entrepreneurship.
Assistance in the adaptation of young specialists was provided mainly by colleagues of
young teachers – 80% of respondents reported this; the head of the organization and his deputy –
40% indicated this, friends – 40% of respondents indicated this, and 20% remained without
support. It is obvious that in professional adaptation hopes are placed on the teaching staff, senior
colleagues and management, and psychological adaptation remains friends. A fairly high
percentage of young teachers, for various reasons, were forced to overcome the pain of
professional development on their own, which indicates that the management of educational
institutions is not attentive enough to this problem.
Nevertheless, 90% of respondents indicated that the team treated them kindly and were
ready to provide moral support, which, of course, was a significant help in psychological
adaptation. Only 5% of respondents faced obvious unfriendliness. What is very interesting is that
80% of young physical education teachers surveyed noted that colleagues turned to them for
practical advice in the field of physical education. It seems that such a situation was very useful
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for young professionals in increasing confidence in their professional competence and increased
self-esteem, thereby contributing to the adaptation process.
Conclusions. Summing up the results of the study, it can be noted that certain difficulties
of the adaptation process of young physical education teachers in Yekaterinburg occur in all types
of adaptation and in all its structural components.
A very significant number of young physical education teachers are not confident in their
professional knowledge and assess their level very critically.
With a high motivation to become a physical education teacher and motivation for
professional development, a significant number of young teachers surveyed are not confident in
their professional future in these educational institutions, primarily due to not quite successful
communication with the management of educational institutions and insufficient material support
for the educational process.
Psychological adaptation in general for the majority proceeded very comfortably thanks to
the help and support from the teaching staff. Nevertheless, respondents note a lack of "soft" skills
in the field of self-management and gaps in professional training experienced as a state of
frustration during the adaptation period.
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