Inclusion of young teachers in innovation and project activities as a mechanism for their professional adaptation

The theoretical and empirical studies results of the adaptation problems in the teaching profession and work experience in supporting the professional adaptation of young teachers in educational organizations through their inclusion in innovative and project activities as part of teams of professionals are presented. The main difficulties and problems of adaptation of young teachers in the profession, taking place against the backdrop of a normative age crisis, are revealed. The data of a survey of novice teachers are presented, confirming the existence of problems and arguing the need for psychological and pedagogical support for teachers at the initial stage of their professional activities. It is shown that the currently prevailing forms of psychological and pedagogical support for the adaptation of young teachers in schools proceed from a deficit approach, are aimed at overcoming existing deficits, and thereby increase the feeling of their own inadequacy among novice teachers - they don't provide the development of internal resources of young teachers. The effectiveness of the resource approach and such a means of professional development of a young teacher as creating a situation for him that requires the mobilization and implementation of his various abilities to solve a specific professional task that is important for the teacher himself, in joint activities with other professionals, is substantiated. A method of supporting the professional formation of a young teacher at school through inclusion in innovative project activities is proposed. Some real projects implemented by young teachers are described and their influence on the formation of young teachers and the perfection of the educational process at school are shown.