Management of adaptation and professional development of comprehensive school young teachers

The lack of professional young teachers complicates the process of adaptation to professional reality and facilitates their leaving school. The article does a comparative analysis of the difficulties of beginning teachers with the results of international research. The mechanisms of professional support and adaptation have been experimentally revealed, namely the organization of mentoring and professional development groups in an environment of people of the same age, involvement in heterogeneous creative groups with didactic and super subject content, as well as the coaching of a young specialist's self-education.