edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2016-5-158-175edscience-644Research ArticleОБРАЗОВАНИЕ ЗА РУБЕЖОМEDUCATION ABROADИЗ ОПЫТА ПОДДЕРЖКИ МОЛОДЫХ ПЕДАГОГОВ В СТРАНАХ ЕСFROM THE EXPERIENCE OF SUPPORTING YOUNG TEACHERS IN THE EU COUNTRIESЯковлеваЭлина НиколаевнаYakovlevaElina N.

кандидат филологических наук, доцент, проректор по научной работе Государственного гуманитарно-технологического университета, Орехово-Зуево (РФ). 

Candidate of Philological Sciences, Associate Professor, Vice-rector for Scientific Work, State University of Humanities and Technologies, Orekhovo-Zuyevo (RF). 

mgopi@list.ruКрасиловаИрина ЕвгеньевнаKrasilovaIrina Y.

начальник отдела организации научных исследований Государственного гуманитарно-технологического университета, Орехово-Зуево (РФ). 

Head of Department for Scientific Research, State University of Humanities and Technologies, Orekhovo-Zuyevo (RF).

irinakrasilova@gmail.com20160206201605158175Copyright © Яковлева Э.Н., Красилова И.Е., 20162016Яковлева Э.Н., Красилова И.Е.Yakovleva E.N., Krasilova I.Y.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/644

Цель статьи – описание основных положений единой политики поддержки начинающих учителей в странах Европейского союза, в большинстве которых в настоящее время ощущается нехватка педагогических кадров. По разным причинам молодые учителя уходят из профессии, но количество покидающих педагогическое поприще можно существенно сократить, если в начале профессиональной деятельности оказывать им комплексную (личностную, социальную и профессиональную) помощь. Проблема оттока молодых кадров из общеобразовательных школ имеет место и в нашей стране. В связи с этим зарубежный опыт решения данной проблемы весьма актуален. 

Методы

Методы. В работе использованы методы анализа, синтеза, обобщения. 

Результаты и научная новизна. На основе содержания документов Европейской комиссии определены основные составляющие рекомендованной к внедрению в странах ЕС программы поддержки начинающих учителей на протяжении индукционного периода. Охарактеризованы необходимые элементы каждой из составляющих индукционной программы, предусматривающей четыре взаимосвязанные системы поддержки: наставничество (менторство), экспертное сообщество, поддержку коллег и саморефлексию. Дано краткое описание этих систем: видов поддержки, целей, ключевых факторов, видов деятельности. Перечислены также общие условия, необходимые для эффективной реализации индукционных программ. 

Практическая значимость

Практическая значимость. Изложенные в статье материалы исследования могут быть полезны руководителям региональных министерств, территориальных управлений образования, общеобразовательных организаций при разработке системы мер по поддержке молодых учителей. 

The purpose of the article is a description of the basic points of the uniform policy adopted in the European countries (EU members) targeted at the support of beginning teachers. At present, the majority of the European countries face shortage of teachers. For various reasons young teachers leave the profession. The number of such teachers can be reduced significantly if at the beginning of their professional career they are given complex support including personal, social and professional components. The problem of young teachers’ outflow from comprehensive schools takes place in our country, too. That is why foreign experience of solving this problem is important. 

Methods

Methods. Methods of analysis, synthesis and generalization of foreign experience are used. 

Results and scientific novelty. After the analysis of the European commission documents, the main components of the program for the support of beginning teachers during the induction period, recommended for introduction in EU countries, are defined. Each component of the induction program (personal, social and professional) has a number of necessary elements characteristics of which are given in the article. The program provides four interconnected systems of support: mentoring, support of experts, support of colleagues and self-reflection. The article contains a short description of these systems (types of support, the purposes, key factors, kinds of activity, necessary conditions). The article gives also the main, general conditions necessary for effective implementation of induction programs. 

Practical significance

Practical significance. The results of the research of the experience in EU countries on supporting beginning teachers during the induction period of their professional career can be useful to the heads of the regional ministries and territorial administrations of education, comprehensive schools developing a system of measures for supporting young teachers. 

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The authors declare that there are no conflicts of interest present.