I. YAKOVLEV CHUVASH STATE PEDAGOGICAL UNIVERSITY BULLETIN

postgraduate support, young teachers, digital resources, mentoring, adaptation, assessment of competencies, digital educational environment

The introduction of digital methods into the educational process requires new approaches to support graduates of pedagogical universities in order to effectively adapt young teachers to modern conditions of the educational environment. Postgraduate support for young professionals is becoming an important task to increase their motivation, level of competence, and resistance to professional challenges. The relevance of this article lies in the need to adapt the support system for young teachers to the new challenges of digital transformation of education, which is associated with the rapid development of technology, changing professional requirements and the need to increase the level of digital and pedagogical competence. The research is aimed at identifying and substantiating the most effective innovative forms of postgraduate support for young teachers, allowing them to maintain their constant professional development in the context of digital transformation of education. The theoretical and pragmatic research methods are based on the methods of questioning and interviewing young teachers to identify their needs and level of proficiency in digital tools, analysis of cases and best practices of postgraduate support in the context of digital transformation, expert interviews with the leadership of educational organizations and mentors of young teachers to assess the prospects of various digital forms of support. In the conclusions the role of support in the adaptation of young teachers to the conditions of digital transformation of education is noted, innovative forms of support are identified that contribute to accelerated “entry into the profession” of teachers.

The prospects for further research are related to a detailed analysis of the effectiveness of individual digital support tools, identification of factors influencing the success of adaptation of young teachers, as well as the development of methods for assessing their digital competencies. In the future, it is also necessary to investigate the specifics of the adaptation of teachers of various fields to the digital educational environment and the optimal forms of digital support that take into account their professional and personal characteristics.

Ильина Екатерина Анатольевна – кандидат экономических наук, доцент, декан факультета истории, филологии, управления и права Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары, Россия, https://orcid.org/0000-0002-6504-0500, fiuip@mail.ru

Кириллов Александр Алексеевич – начальник управления научной и инновационной работы, руководитель Центра изучения языков и культур стран Азии Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары, Россия, https://orcid.org/0000-0001-6366-9842, kan80@mail.ru

Кожанов Игорь Владимирович – доктор педагогических наук, доцент, ректор Чувашского государственного педагогического университета им. И. Я. Яковлева, г. Чебоксары, Россия, https://orcid.org/0000-0003-0088-8532, i.v.k.21@mail.ru