Relationship between Adaptation to the Group and to the Activity with the Personal Characteristics of Future Teachers

Abstract

Introduction. The article discusses the relationship between the indicators of adaptation to learning activities and to the student group with the personal characteristics of future teachers. This work is relevant, since existing studies have insufficiently disclosed the mechanisms of the relationship between the personal characteristics of future teachers and the level of adaptation to the conditions of study at the university. The article reveals the factors and conditions of successful adaptation, which can be used in the work of curators, mentors, heads of student groups to improve the effectiveness of students’ adaptation to the conditions of study at the university.Purpose: to study the relationship of adaptation to the group and to the activity with the personal characteristics of future teachers.Materials and methods. The study was conducted on a sample of full-time students, pedagogical training areas, consisting of 290 respondents, among whom 80 % were girls, 20 % were boys, aged 18 to 20 years. The following methods were used in the study: “Adaptation of students in higher education” by T. D. Dubovitskaya and A.V. Krylova, “Five-factor personality questionnaire by R. McCrae and P. Costa” interpreted by A. B. Khromov. Results. As a result of the analysis of the empirical data obtained and the use of the rs-Spearman correlation criterion, statistically significant correlations were revealed between the level of adaptation to the activities of teaching at the university and to the study group of students with personal characteristics. Thus, a relationship was found between the level of adaptation to university learning activities and the indicator of attachment/isolation (0.284 at rs = 0.000), as well as a correlation between the level of adaptation to the student group and indicators of extraversion/introversion (–0.521 at rs = 0.000) and expressivity/practicality (–0.125 at rs = 0.034). Discussion. An important component of successful professional training of specialists is the adaptation of students to the conditions of study at the university. Especially successful adaptation is important for students of pedagogical training areas, since their further development in the teaching profession largely depends on the success of their adaptation. The results obtained indicate that personality characteristics play one of the key roles in the adaptation of future teachers