Author:
A. E. Konstantinov,
Postgraduate,
South Ural State Humanitarian Pedagogical University,
69 Lenina Ave, 454080, Chelyabinsk, Russian Federation
ORCID ID: http:orcid.org/0000-0002-9377-0746
e-mail: konstantinov720@inbox.ru
R. S. Dimuhametov,
Doctor of Pedagogical Sciences, Professor,
South Ural State Humanitarian Pedagogical University,
69 Lenina Ave, 454080, Chelyabinsk, Russian Federation
ORCID ID: http:orcid.org/0000-0002-2527-4206
e-mail: dimuhametov46@mail.ru
Abstract:
Introduction. This article considers problems and difficulties of organizing scientific and methodo-logical support for a young teacher. The analysis of the current state of scientific and methodological sup-port allowed us to determine the problem of finding the conditions, forms and methods of scientific and methodological support of a young teacher, implemented in the educational environment and focused on the development of professional competencies.
Results. The factors hindering professional competencies development and a young teacher adapta-tion in an educational institution are identified. A detailed study of this problem allowed us to determine the effective ways of developing the professional competencies of a young teacher.
Conclusions. In the course of analysis, we came to a general conclusion that the development of pro-fessional competencies is a combination of cognitive, motivational, value, operational, and activity, reflex-ive and design components and is characterized by a certain level. Phased scientific and methodological support implies a continuous change in the personal qualities of the young teacher.
Keywords:
Scientific and methodological support, methodical work, professional adaptation, the princi-ple of facilitation, synergy, reproduction of knowledge, mode of development, professional competence.
