Career guidance in the system of continuous education as a factor in shaping the competitiveness of a young teacher (experience of the Voronezh region)

Archive of Scientific Articles

ISSUE:

Pedagogy. Theory & Practice. 2026. Volume 11. Issue 6

COLLECTION:

Training of Teaching Staff

All issues

Abstract. The aim of the study is to identify and describe current career-guidance practices in the system of continuous teacher education in the Voronezh region as a factor in shaping the competitiveness of future teachers. The article analyzes the processes of continuous career guidance and the continuous development of teacher competitiveness, as well as the resulting career-guidance practices implemented at the pre-university, university, and post-university stages of training. The pre-university stage of continuous education is represented by such practices as psychological and pedagogical classes and modern forms of career-guidance work (professional trials, diagnostic activities, pedagogical support, consultations). The university stage is represented by the analysis of the following career-guidance practices: practice-oriented forms of instruction, early entry of students of pedagogical universities into the profession, and professional skills competitions. The post-university stage is characterized by mentoring practices and support for young teachers during employment. The scientific novelty of the study lies in the following: the concept of “competitiveness of a young teacher” has been refined, with motivational and value-oriented qualities identified alongside the professional competencies that a specialist should possess; the relationship between the continuous processes of career guidance and the formation of a young teacher’s competitiveness has been established (career guidance lays the motivational foundation, while the formation of competitiveness develops the specialist’s competencies and professionalism); substantive and organizational links between all stages of continuous teacher education have been identified; and the role of mentoring as a mechanism linking the three stages of a young teacher’s training has been revealed. As a result of the study, the analysis of these practices established substantive links between all three stages of continuous teacher education, such as cross-cutting forms of career-guidance work, as well as organizational links, expressed in purposeful interaction between school and university throughout the entire process of continuous education. The article substantiates the role of mentoring as a mechanism that ensures continuity of career-guidance work at the pre-university, university, and post-university stages and supports the formation of future teachers’ competitiveness, and also presents examples of the successful implementation of the considered career-guidance practices in the Voronezh region.