Keyword(s) : mentoring

In recent of years, Kazakhstan has been taking systemic measures to improve the status of the teacher
and the attractiveness of the teaching profession, and to create certain conditions for retaining young
teachers in the profession. However, the taken actions do not tackle the problem of ‘youthification’
of Kazakhstani schools. The paper explores the conditions for “easy” entry of novice teachers into
the profession. The potential of non-formal education is described and justified.
The research aims to develop a model of “easy entry” into the teaching profession based on the
analysis of difficulties that novice teachers encounter. The obtained data enabled the author to
identify the difficulties faced by young teachers in their professional activity, as well as the reasons
for these challenges and possible ways of dealing with the problems. Based on the research findings,
the role and potential of non-formal education in the “easy” entry into the teaching professional
were explained. The significance of the study lies in changing the options in relation to the forms
for improving professional competencies, creating conditions for creative self-expression and self-realization as a factor of successful entry into the professional activity.