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.

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