Consultation on working with young teachers in preschool educational institutions
Oksana Volgina
Consultation on working with young teachers in preschool educational institutions
Working with young teachers in preschool educational institutions
“What could be more honest and
it is nobler to teach others how to
what you know best.”
(M. Quintilian)
The preschool educational institution team is a kind of family with its own established traditions, with its own system of working with young teachers . This system involves the selection of the necessary forms and methods, which will further help the professional development of a young teacher .
Scientific research by K. Yu. Belaya, M. S. Gvozdeva, L. is devoted to the problem of professional development of a beginning teacher N. Denyakina and others. When comprehending the basics of professional activity, many beginning teachers encounter difficulties, and his development as a professional largely depends on how his team greets him.
Adaptation of a teacher in professional activities will be more successful if a number of factors are taken into account:
Maximum consideration of personal characteristics and professional training;
Determination in the methodological work of preschool educational institutions of the process of personal and professional development of a young teacher ;
pedagogical orientation in local regulations of preschool educational institutions ;
The material and technical support of the preschool educational institution must meet modern requirements and will also help the teacher implement innovative approaches.
Each young teacher goes through the stage of professional development individually . Professional qualities largely depend on character and temperament. Therefore, the employees of our preschool educational institution try to approach everyone differently. Various forms of work with a young specialist contribute to the development of his cognitive interest in the profession, the active development of techniques for working with children and their parents, and have a positive impact on the growth of his professional significance.
Young professionals entering preschool educational institutions often feel the need for communication, deeper knowledge of the psychology of preschool children, methods of preschool education, and the development of innovative pedagogical technologies .
If you don’t help and support a young teacher in such a situation , but simply “let him go free”
, then after the first weeks of elation and euphoria, conflicts will inevitably begin: he may have doubts about his own worth, both professional and personal.
In our preschool educational institution, work with young teachers consists of several stages.
Stage I
At this stage, we create conditions in the preschool educational institution for the professional growth of a young specialist , which will help reduce adaptation problems and successfully enter the professional activities of a young teacher . We also provide information space for independent acquisition of professional knowledge.
At this stage, one effective form of work is organizing a “Round Table”
.
This helps the team get to know the new employee better and identify difficulties in adapting the young specialist , as well as the strengths and weaknesses of the teacher’s . We also conduct a survey in order to find out what results a young specialist .
Stage II
Development of an individual professional development plan:
Appointment of a mentor from among the teachers (moreover, I consider consent and choice only by the young teacher );
Pedagogical self-education and self-education;
Participation in methodological associations;
Participation in the life of the preschool educational institution.
In order to stimulate the creative expression of young teachers in preschool educational institutions, we hold note competitions , creative competitions, various exhibitions of children's creativity products ( "Winter Carnival"
,
“Merry Garden”
, etc.).
In our preschool educational institution, according to the annual plan, open demonstrations of scientific and artistic activities are regularly held, which allows a young teacher to demonstrate his professional skills and abilities, as well as learn something from more experienced colleagues.
Great importance in working with young teachers in our preschool educational institution is given to self-education . A young teacher can choose a topic for self-education , but if necessary, a mentor helps him choose it. Then a work plan is drawn up and at the end of the year the teacher provides his mentor with a report on the work . This allows the young teacher his professional level, as well as overcome a number of difficulties.
At this stage, we actively use seminars - workshops, quests, where theoretical material is supported by practical examples, showing individual techniques and ways of working .
Young teachers are invited to participate in conferences and competitions at the city, regional and interregional levels.
One of the forms of work with young teachers in our preschool educational institution is a master class, the main goal of which is the transfer of teaching experience , author’s findings, and everything that helps to achieve the greatest results. Experienced teachers not only skillfully show work to young specialists , but also discuss with them various aspects and techniques of using technology, the nuances and possibilities when using technology in specific tasks, and tell them what methods and techniques were used to achieve the results.
Stage III
At this stage, the “Steps to Mastery”
. The competition is held in several rounds.
1. Compiling an essay “I AM A TEACHER ”
2. Open demonstration of GCD in your group.
3. Presentation of the project “One day in the life of a group”
Based on the results of the competition, the winners are determined - they are awarded a “certificate”
of a young specialist , and the rest of the competition participants receive certificates for participation.
This form of work allows novice teachers to increase their professional competence.
Thus, the use of a systematic approach to improving the professional competence of young teachers allows them to quickly adapt to work in preschool educational institutions , avoid moments of self-doubt, establish successful communication with all participants in the pedagogical process , and create motivation for further self-education.
Literature:
1. Belaya K. Yu. Methodological work in preschool educational institutions : Analysis, planning, forms and methods. – M.: TC Sfera, 2006.
2. Volobueva L. M. Work of the senior teacher of a preschool educational institution with teachers . – M.: TC Sfera, 2004.
3. Medvednikova L. F. “School for a young teacher ”
.// Directory of a senior teacher of a preschool institution. No. 10, 2008.
