Novice teacher professionalization. Problems and difficulties Ruslan Gazaliev, NSTU, Novosibirsk, Russia, rusg98@mail.ru Elena Melekhina, NSTU, Novosibirsk, Russia, melehina.elena@list.ru Abstract: The paper is devoted to the study of problems, which novice teachers of foreign language face during their professionalization. The purpose of the article is to identify the most common problems of novice teachers. Keywords: professionalization; novice teacher; methodological problems; pedagogical problems The purpose of our survey is to state and describe the problems and difficulties that novice teachers face in the process of their professionalization. Moreover, to give the solutions for the problems and difficulties in further researches. We are going to show different types of problems in different areas of the novice teachers work process. Which of them are about to be solved by an individual itself. In addition, when it is necessary to discuss and find the right way together with a mentor. It should be noted that there are two areas of language learning: learning the rules (general) and mastering vocabulary, expressions, and idioms (particular). [1] Most of all, each novice teacher has to interact with the administration of the institution. There are frequent cases when it is difficult for teachers to interact even with students. [2] We have interviewed novice university teachers, aged from 21 to 24 years. All of them, are university novice teachers of a foreign language (French; German; English), however psychology teachers were asked as well. The problems we are going to discuss are interpersonal problems; organizing problems; methodological problems. The relevance of the professionalization process, as well as the factors determining it, first caused by its importance in the development of the society. Nowadays, the role of education as a social institution is growing. The survey was conducted in the form of an online questionnaire using automatic data collection containing questions related to the difficulties of the pedagogical activity of a novice teacher. It contains twelve questions that reveal the following problems: interpersonal; organizational; linguistic; methodological. Interviewees answered questions anonymously; both closed and open questions were there in the questionnaire. Methods and results are based both on theory and on practice. Interpersonal problems have become the most urgent for novice teachers and it is too hard for them to solve such kinds of problems. Organizing problems turned out to be difficult as well as methodological problems, but it is easier for novice teachers to solve them and find proper solutions. In the previous works, the authors studied both school novice teachers as well as university novice teacher. In our research, we’ve studied only university novice teachers. References 1. Bronova G. H. Psihologija truda. 1-e izd. M.: JeKSMO, 2009. 169 s. 2. Gonobolin F.N. O nekotoryh psihicheskih kachestvah lichnosti uchitelja // Voprosy psihologii. 1999. № 1 (32). S.100–111. Research adviser: E.A. Melehina, Cand. Sc. (Pedagogy).
