THE PROFESSIONAL ADAPTATION OF NOVICE TEACHERS DURING THE TRANSITION FROM UNIVERSITY TO THE SCHOOL ENVIRONMENT

Abstract

The study was conducted based on recent research in the field that emphasizes the importance of the transition phenomenon in the teaching career. The study addressed the issue of adaptation of novice teachers, and findings were noted regarding the transition of young specialists in the process of adapting to the conditions of the educational system. Transition represents a series of changes that novices perceive, moving from the student level where they have assimilated knowledge to the teacher level where they translate the theoretical part into practice, apply knowledge and skills in student groups. The study hypothesized that determining the level of professional adaptation to changes of novices during the transition period in the school environment and covering their needs can optimize the professional adaptation process. The purpose of the research was to determine the level of adaptation to changes of novice teachers during the transition period in the school environment. 97 young specialists participated in the study. It was found that the needs expressed by beginners in the process of professional adaptation in the school environment are multiple and require the provision of solutions to optimize the professional adaptation process. The conclusions of the study highlighted results regarding the analysis of the level of professional adaptation at the beginning of the teaching career and recommendations regarding the implementation of measures to prevent maladaptation, optimize the professional adaptation process and facilitate the transition phenomenon of beginners in the school environment.