ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS OF FUTURE TEACHER ADAPTATION IN PROFESSIONAL ENVIRONMENT

The article deals with the mechanism of interrelated types of adaptation: psychophysiological, socio-psychological and professional, and it is determined that the most important for the adaptation of the future teacher is the pedagogical practice that links the student's theoretical training with his future independent work in a general educational institution. The content of the stages of socio-psychological adaptation of the future teacher in the professional environment in the course of passage of various types of pedagogical practice is revealed and the causes of the teacher's misadaptation in the pedagogical team are identified. On the basis of the analysis of the structure of the socially competent person it is concluded that the psychological mechanism of adaptation includes personal means and highlighted the qualities and skills that have a positive effect on the socio-psychological adaptation of the student to the pedagogical profession. On the basis of the specified requirements to the content and organization of the educational process aimed at the formation of the knowledge and skills necessary for the successful adaptation of the student in the professional environment as a teacher, the directions of its development, in particular, the forms and methods of joint work of the methodologist from the pedagogical practice and administration of the school are proposed. It is substantiated that the effectiveness of the process of adaptation of future teachers depends on the implementation of the complex of organizational and pedagogical conditions in the educational process of the pedagogical university, indicators of successful socio-psychological adaptation of the teacher-beginner are developed: