TEACHER INDUCTION AS A FACTOR OF NOVICE TEACHERS’ PRIMARY ADAPTATION

Abstract

Purpose. The article reveals the essence of teacher induction as a factor in the primary adaptation of novice teachers in Ukraine. The need for a systemic model of professional establishment for beginners is actualized based on the analysis of national legislation, international experience, and theoretical concepts of professional development.Methods. The methodological basis of the study is formed by professionally oriented and learner-centered approaches. Theoretical methods were used (analysis of legal documents, scientific literature, international practices, evaluation of training content, generalization of mentoring models), as well as empirical methods (survey of 45 teachers from a private educational institution, analysis of practices from the “Teach for Ukraine” program).Results. A generalization of the current state of teacher induction in Ukraine was carried out, and challenges related to regulatory uncertainty, formalized implementation, and insufficient mentor preparation were identified. The results of the empirical survey revealed two dominant needs among novice teachers – professional improvement and psychological support. A comparative analysis of induction models in Germany, the United Kingdom, Canada, the USA, Finland, and Japan was conducted.Conclusions. Teacher induction is an effective mechanism for professional adaptation that requires further regulatory development, scientific and methodological support, and resource provision. Its improvement in the context of post-war educational recovery should rely on international experience, the needs of novice teachers, and the principles of sustainable professional growth.