Introduction. The rurgency of this research topic stems from the transformation of Russia’s higher education system, which is associated with a shift to a competency-based model and the necessity to adapt to challenges posed by the digital economy. Young teachers of educational institutions of higher education (hereinafter referred to as EIHE) are faced with the need to master new pedagogical technologies and information and communication tools in order to adapt to working conditions. Therefore, the formation of a professional profile of a novice teacher that takes into account the specific features of modern Russian education is essential for developing an effective support system for pedagogical activity. The purpose of the study is to identify the key features of a professional portrait of a novice teacher of a modern Russian EIHE. The objectives of the research include: analysis of theoretical approaches to building a professional portrait of a teacher of EIHE; identification of specific requirements for the professional competencies of a novice teacher in the context of modernising higher education; development of a generalised professional portrait of a novice teacher. The scientific problem of the research lies in the need to systematise the specific characteristics that determine the professional identity and competence of a novice teacher of EIHE. Methods. The research methodology includes a group of general scientific methods (analysis, synthesis, generalization, formal-logical method), as well as a number of special methods: historiographic analysis of scientific literature on the topic of research, non-inclusive pedagogical observation, a method of descriptive analysis. Results. A professional portrait of a novice teacher is characterised, on the one hand, by a high level of subject competence and scientific qualifications, on the other, by insufficient experience in practical pedagogical activity and an initially low degree of adaptation to the organisational requirements of a particular EIHE. The formation of a professional portrait is complicated by the gap between theoretical postgraduate training and actual teaching conditions, as well as insufficient methodological support from experienced colleagues and the administration of educational institutions, which necessitates the development of an effective system of professional support for aspiring teachers of EIHE. The formation of a professional portrait is complicated by the gap between theoretical graduate training and actual teaching conditions, as well as the lack of methodological support from experienced colleagues and administrators of educational institutions. This necessitates developing an effective system for supporting aspiring teachers in EIHE.