STRUCTURAL-CONTENT MODEL OF SUPPORTING THE PROFESSIONAL ACTIVITY OF A NOVICE UNIVERSITY TEACHER

Abstract

The relevance of this topic stems from increasing demands on the quality of higher education and the need for young teachers to adapt to professional work in a dynamically changing educational environment. In particular, there is currently a lack of effective support models that could facilitate the successful entry of young professionals into the scientific and pedagogical process and the development of sustainable professional competencies. The adaptation period for teachers, who just start their career, is associated with significant difficulties, including high levels of stress, self-doubt, and the risk of burnout. The lack of targeted support and methodological guidance can lead to the development of inappropriate teaching strategies, decreased motivation, and, consequently, a decline in the quality of the educational process. In this regard, the development and implementation of an effective support system for young teachers is an important task for modern pedagogy. Such system should take into account the specifics of the work of higher education teachers, include various forms of support, such as mentoring, coaching, training, seminars, and also ensure access to necessary resources and information materials.