The age-related imbalance of teachers and the gap between the expectations of young teachers
and the objective reality they face in school make us think not only about the system of adapting
novice teachers to work in school, but also about the quality of teaching in teachers’ training
higher educational institutions. We have to address the increasing numbers of teachers leaving the
profession. There is a need to improve the quality of novice teachers’ training.
Lifelong learning is currently viewed as a way for personal self-development, which helps to maintain
specialisms, particularly those in high demand. This approach corresponds to the strategy of
economic and social development of society and causes a synergetic effect of interaction between the
state and the individual. The role of the state in the existing paradigm is decisive in the development
of adequate measures to support and stimulate the education sphere and influences the formation of
a positive image of the teacher's profession.
The Republic of Tatarstan can be seen as an experimental platform where novice teachers are
supported by the state through the implementation of educational grant programs, or scholarships.
This study analyzed the grant support for the professional growth of novice teachers implemented
by state authorities in the Republic of Tatarstan in the period 2011-2016, to reveal the attitude of
teachers to such kind of support from the state. It explored how the system of grants stimulates the
desire of teachers to develop throughout their lives, i.e. to see whether they are ready for lifelong
learning. The successful experience of the grant system implementation in education will allow the
Republic of Tatarstan to become a region of advanced economic development, where human capital
and the formation of skills of the 21st century are given priority.