Abstract. Based on TALIS-2013 results, we analyze the formal education of young teachers in Russia, their allocation, induction, professional development, the challenges they meet in teaching, and their satisfaction with the feedback they receive from their colleagues and school administration. We show that Russian teachers are not a homogeneous whole, as evaluations made by teachers of different ages differ greatly in all areas. Young teachers face challenges in professional communication and barriers to participation in professional development. At the same time, they are not prepared to solve practical teaching tasks and have insufficient knowledge of modern teaching techniques. We come to the conclusion that young teachers need more opportunities for professional development, particularly for active learning methods and learning in groups. Their chances of successful adaptation to school teaching standards could be increased by providing them with a specific induction and adaptation period to support their basic motivation and prevent the flight of young teachers from school due to low job satisfaction.

Abstract. Teachers' beliefs should be changed in order to introduce modern teaching methods in education. The notion of "belief" combines the ideas, attitudes, and personal philosophies teachers apply in their work. We differentiate between traditional beliefs about teaching as a direct transfer of knowledge and constructivist beliefs assuming that students construct their knowledge themselves through specifically organized activities. We have analyzed the key teacher belief research projects: the OECD's Teaching and Learning International Survey (TALIS), the cross-cultural Teacher Education and Development Study in Mathematics (TEDS-M), and the Nordic-Baltic Comparative Research in Mathematics Education (NoRBA) that we borrowed a questionnaire from. Our survey involved teachers of mathematics in three countries: 390 teachers in Latvia (of which 95 with Russian as their native tongue), 332 teachers in Estonia (of which 92 with Russian as their native tongue), and 1,096 teachers in the Russian Federation. We have found that differences between teachers in different countries were statistically important in all the variables used in the study, regardless of whether Estonian and Latvian teachers were Russian-speaking or not. All teachers implemented their beliefs in their everyday classroom practices. 36% of teachers in Russia had a high level of constructivism (as compared to 26% in Latvia and 18% in Estonia). Proportion of teachers with low levels of traditionalism in Latvia and Estonia (appr. 25% in both) was higher than the same proportion among Russian teachers (17.5%). We have come to a conclusion that different approaches to edu-

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Резю ме Социально-эмоциональное и личностное развитие ребенка-один из ключевых факторов, определяющих успешность образовательного процесса на ранних этапах обучения. То, насколько успешными будут первые шаги ребенка в его первый год в школе, безусловно связано с уровнем его личностного, социального и эмоционального развития (Merrel, Bailey, 2008). Понимание особенностей социально-эмоционального развития и выделение его типичных паттернов может позволить учителям выстраивать образовательный процесс наиболее эффективно, а учащ имся быть более результативными и продуктивными. Социально-эмоциональное развитие является своего рода фундаментом для обучения младших ш кольников (Bradley et al., 2001). В настоящей работе предпринимается попытка описать основные паттерны социального, эмоционального и личностного развития ребенка в начале I класса на основе результатов широкомасштабного исследования первоклассни ков российских школ. В работе представлены инструменты, разработанные на материале крупного эмпирического проекта IP IP S (T he Intern atio n al Perform ance Indicators in P rim ary Schools). И сследование было проведено на больш ой выборке (N = 1218) Республики Татарстан. В результате исследования действительно удалось выделить устой чивые паттерны развития, характерные для российского первоклассника на входе в обуче ние. Полученные в работе результаты могут стать важным инструментом для индивидуали зации обучения и самооценки учителя и школы в целом на важном этапе старта обучения. Ключевые слова: социальное и эмоциональное развитие, когнитивный прогресс, IPIPS.

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