CONDITIONS FOR DEVELOPMENT OF THE SYSTEM OF SUPPORT FOR THE PROFESSIONAL ACTIVITY OF A NOVICE UNIVERSITY TEACHER: FOREIGN EXPERIENCE

Abstract

The study addresses the pressing issue of developing and implementing a professional support system for beginning university teachers. The purpose of the study is to determine conditions for developing a professional support system for beginning university teachers based on an analysis of international experience. The objectives of the study include analyzing theoretical sources on the development of professional support systems for beginning university teachers, analyzing support programs at universities in Germany, France, and Canada, and identifying approaches to program implementation. The research methods include a historiographic review of academic sources devoted to the adaptation, career growth, and support of teachers at the initial stage of their professional careers. Formal logical analysis, systematization, and generalization of the data obtained were used, as well as comparative analysis and descriptive analysis for a detailed description of the identified patterns. The article presents a systematization of the pedagogical conditions for the development of an effective support system. Key conditions contributing to the successful adaptation and professional growth of beginning teachers are identified, and pedagogical conditions are identified depending on the sociocultural and educational contexts of foreign countries. The scientific novelty lies in the fact that the main forms of support for beginning teachers in Germany, France and Canada have been identified, approaches to the implementation of these programs have been considered, and the conditions for the development of a system for supporting the professional activities of beginning university teachers have been determined based on an analysis of international experience.