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Studying the attitude of young teachers to distance education

The problem of research. The COVID-19 pandemic provoked a sudden transition to distance learning, which was uneven and exerted serious psychological pressure on teachers, and therefore it seems important to assess the attitude of teachers to distance learning, especially those whose work experience ranged from 1 to 3 years. Materials and research methods. The purpose of the study was to identify the attitude of young school teachers to distance learning. The peculiarity of the study was that it compared two periods: March 2020, as the period of an emergency transition to distance learning, and December 2021, when it was already possible to talk about some psychological adaptation of teachers to this form of work. An anonymous survey was conducted among young school teachers who took non-core advanced training courses at the Udmurt State University. The study period is April-December 2021. 79 respondents took part in the survey. Results and discussion. The study showed that satisfaction with the transition to distance learning is low and averages 2.35 points. Oddly enough, the increase in the volume of work was in last place. A greater role was played by the psychological factor – internal resistance to this form of work. A year later, young teachers already admit the idea of the possibility of switching to such a format of education, which, of course, is connected with the experience that they received during the lockdown period. 76.6% noted that they lacked the prompting of those who often work remotely to quickly adapt to new conditions. It was found that teachers whose work experience at school was one year, according to their own observations, adapted to drastic changes much faster than their colleagues, whose work experience was three years. Findings. The results of the study allow us to formulate a number of conclusions. Firstly, it can be assumed that the higher the experience of working at school, the more difficult it was for the teacher to adapt to new conditions. Secondly, as the results of the study show, the low satisfaction of teachers with the educational process in a remote format is associated to a greater extent with a psychological factor. Thirdly, the technical equipment of schools and households at the time of the emergency transition to distance learning was uneven, which affected the effectiveness and satisfaction. Fourthly, the organization of advanced training, the exchange of experience, master classes and creative workshops would allow young teachers to quickly adapt to new conditions.