Problems of Training and Adaptation of Non-Pedagogical University Graduates to Teaching Activities in the Russian Federation

Abstract

Abstract

The problem of attracting graduates of non-pedagogical higher education institutions to teaching activities is becoming increasingly relevant in the context of the staff shortage in the Russian education system, which reached over 18,000 vacancies at the beginning of the 2023-2024 academic year. The insufficient knowledge of the specific adaptation difficulties experienced by specialists from various fields when moving into the field of education, as well as the lack of a scientifically based model for their professional integration, determine the need for a comprehensive study of this problem. The aim of the study was to identify the main challenges of the adaptation process and determine the factors that facilitate the successful integration of specialists from other fields into teaching. A survey was conducted among 34 graduates of non-pedagogical universities (females = 67.6%) who underwent professional retraining and were working as teachers during the 2023-2024 academic year. Semi-structured expert interviews were also conducted with retraining program directors ( n = 7), educational institution directors ( n = 5), and experienced mentor teachers ( n = 8). The research methods included a standardized survey of students in professional retraining programs, semi-structured expert interviews, and an analysis of the participants’ educational records. It was found that the main difficulties in adapting to teaching activities were insufficient psychological and pedagogical knowledge, poor mastery of teaching methods, and high emotional stress. Moreover, the graduates majoring in natural sciences showed the best adaptation results, while those majoring in economics showed the worst. Positive correlations were found between successful adaptation and the overall duration of the retraining program and the scope of practical training within the program. The results provided scientifically substantiated recommendations for improving retraining programs for teaching staff: (1) increasing the share of practice-oriented components to 60-70%, (2) expanding the program scope to 500-750 hours, and (3) incorporating mandatory individual mentoring. The high level of professional commitment of the participants (88.2% planned to remain in the field of education) during the implementation of improved retraining programs demonstrated the potential of this area for a sustainable solution to the personnel problems of Russian education and confirmed the feasibility of creating a national system of alternative pedagogical certification.