Research and Analysis on the Improvement of Teaching Ability of Young Teachers in Colleges and Universities

As the development of society and economy, increasing effort s are made in education and reform in both teaching and education. The number of college teachers at young age bracket is expanding, whose teaching ability pose influence on the quality of college education and teaching. Therefore, the teaching ability of young teachers has become a key issue for the smooth development of teaching management and reform in colleges and universities. This paper will first analyze the current situation of the teaching ability of young teachers in colleges and universities, and then studies can be conducted in the strategies to improve the teaching ability of young teachers in colleges and universities from various aspects and angles, so as to promote the process of educational reform in colleges and universities.

The conditions for the young teachers’ professional development in the space of a pedagogical university

Contemporary challenges of the education system cause the growth of professional difficulties for the young teachers, reduce the effectiveness of their adaptation and consolidation in the educational institutions. The monitoring of professional deficient conditions of the young teachers allows these difficulties to be leveled on time, thereby improving the quality of their adaptation, consolidation, and professional self-identification. The theory and methodology of minimizing professional difficulties have been studied by scientists, but each region has its own specifics of the development of the education system and the peculiarity of supporting the professional development of young specialists. This makes it possible to conceptually define a methodology for identifying professional difficulties of the young teachers of Altai Krai and develop a mechanism for implementing individual educational routes. The purpose of this work is to identify the conditions for the young teachers’ professional development in the space of a pedagogical university. Methods. The methodological basis consists of a systematic approach as the basis for diagnosing professional difficulties of the young teachers; a competence-based approach as the basis for structuring professional difficulties. The research uses the method of collecting primary information, the method of analysis, generalization, information processing, and the design method. The results of the study are the following. The technology of the annual career guidance event «The Job Fair» with the involvement of employers as active participants is described. Questionnaires are developed for employers and young specialists to identify professional difficulties of a group of young teachers. The monitoring of the young teachers’ deficient conditions was carried out. Twelve additional professional training programs are developed for the young teachers of Altai Krai. A mechanism for building and implementing of a professional development individual trajectory has been made. The results of employers’ diagnostics and a list of professional development programs are presented.

THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN ENGLISH FOREIGN LANGUAGE (EFL) TEACHING

Information and Communication Technology (ICT) useful to support English Language Teaching (ELT) for foreign language. However, this world particularly needs human resources who mastering English material and modern technology. The objective of this paper was to examine the utilization of ICT while conduct autonomous learning also to ensure teachers' abilities in the implementation of social media technology to support English Foreign Language (EFL) teaching classes. The survey used with collecting data from several young teachers by descriptive-qualitative method. Data showed four from six respondents already known ICT as well, automatically those five young teachers have appropriate ELT tools by various social media. Basically, teachers understand how important student-centered to be conducted particularly in EFL classes. In contrast, it was not balanced with the idea to develop ICT while designing interactive modern learning classes. Then, one case was found in the previous survey to be precise with high school teachers. Senior teachers just utilize one or two ICT tools in the ELT classes. The limitation of tools could make the output and outcome of the learning process is not optimal. Furthermore, this paper shows the importance of ICT integration tools and ELT which should be mastered by teachers in 4.0 era.

DESIGNING OF PERSONALIZED TRAINING FOR YOUNG TEACHERS

The article analyzes the main qualitative characteristics that determine the development process of additional education at the pedagogical university. The potential of the postgraduate education system as a resource for the development of the regional education system is revealed. The diagnostic potential of projects of postgraduate support of young teachers has been determined. The mechanism of designing personalized educational routes for advanced training of young teachers is disclosed.

Professional Success of a Teacher in Modern Educational Realities

The key problems of the article are determined by the increased requirements for the professional development of modern teachers. Based on the methods of theoretical analysis of scientific literature, a characteristic of the main components of the professional success of a modern teacher was proposed. Special attention is paid to the professional development of young teachers. As a result, conditions that ensure the professional success of teachers in modern educational practice were presented.

Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam

<p style="text-align: justify;">The initial period of young teachers' careers is always significant in developing their professional capability. This is when teachers start coming into contact with practical teaching, which is more diversified than the theoretical training at the University. In this research, the authors propose a process of combining the Lesson Study model with the micro-lesson teaching method. This process helps young teachers, especially those working in the Northern of Vietnam, improve their planning and implementation of a lesson plan following the Lesson Study model. It has four steps: (1). Plan a Lesson Study; (2). Organize demo teaching and attend lessons; (3): Self-evaluate and discuss lessons; (4): Apply for practical teaching. The methodology research is carried out on 62 young teachers in Vietnam to measure the pre-impact and post-impact results. The results reveal that the researched group has made significant progress on their teaching performances (the average points for their capability of planning lessons have increased from 2.54 to 3.28 and the average points for their capability of implementing lesson plans have increased from 2.48 to 3.18). This development can be considered as an excellent experience to bring the Lesson Study model into Vietnamese schools to improve teaching sustainably.</p>

MANAGING THE PROCESS OF PROFESSIONAL DEVELOPMENT OF YOUNG TEACHERS

The article discusses the importance and relevance of managing the process of professional development of young teachers in the country. The process of adapting a teacher to the profession and becoming a specialist is characterized as one of the most important stages. The purpose of the study was to create motivation to stay in school and improve their professional skills by managing an important moment in the life of a teacher. In accordance with the research topic, the analysis of the scientific literature was carried out. In order to identify the difficulties that a graduate of a pedagogical institution faces when employmed at school, a survey was conducted and it was found out what motives can serve as a reason for further development in an educational organization as a teacher. Based on the collected data, methods and techniques for managing the process of professional development of young teachers on the basis of personnel management were proposed. The specific ways of replenishment of school personnel by young specialists, specific features and ways of training qualified, educated specialists-teachers are shown. Specific methods and ways of strengthening their professional skills and experience have been identified. The methods of educating young specialists as professionally seasoned, real teachers capable of management are proposed.

The specifics of formation of young teachers’ professional identity in a big russian city

The purpose of this work is to consider the specifics of formation of young teachers’ professional identity in a big Russian city (in conditions of social and labor transformation of Russian society). Methodological framework of the proposed study consists in the principles of neo-institutional theory and the theory of precariat. The results of the study also revealed some elements of constructive influence of social and labor transformation on professional identity of young teachers. Among them the authors enumerate: the change in modern teachers’ career space (focus on horizontal professional mobility), the possibility of developing pedagogical skills and expanding professional competencies, changes in the formula of remuneration and calculation of the workload that are gradually entering certain territories of the country.