Evaluation by Graduates of Pedagogical Universities their Readiness for Professional Pedagogical Activity

The paper focuses on how graduates of pedagogical university departments and first-year teachers evaluate their readiness to carry out professional activities. A survey of 1440 graduate students and a survey, testing and interview with 305 first-year teachers (trainees) conducted at the Tula State Lev Tolstoy Pedagogical University revealed the subjects' perceptions of the level of development of their professional knowledge and skills. Becoming a teacher and the subject of one's own teaching activity implies, among other things, being able to reflect upon the professional practice. The paper states that young teachers need professional support as entering the profession is associated with adaptational stress which may interfere with the process of their becoming the subjects of their own pedagogical practice. The paper argues that it is necessary for university services to render such support to graduates of pedagogical departments.