SPECIFIC FEATURES OF FORMATION OF A TEACHER’S PROFESSIONALISM IN GREAT BRITAIN

The main qualities of the British teacher's professionalism are initiative, persistence, observation, advanced imagination, independence of judgments and conclusions, aspiration for non-standard solution of pedagogical tasks. The specificity of forming a teacher's professionalism in the UK is manifested at various stages in the professional pedagogical formation and development of his personality and is reflected in the types of pedagogical activities, professional functions, pedagogical styles, and types of reflection. Of particular importance is the adequate definition by the teacher of motivation of professional growth. Teachers -chippers at the beginning of their career are full of energy, enthusiasm, dedication to work, thirst for activity. It is necessary to create all the conditions so that in the future, do not lose admiration for the profession, despite possible professional hardships and losses. Finally, the third approach to the study of the professionalism of the British teacher is based on the conviction that effective pedagogical development cannot be carried out in isolation from the practice, which has a direct impact on the content of the school and its strategies. Inconvenient location, imperfect material resources, poor school policies reduce the level of professional motivation of teachers. British researchers point out that, unfortunately, modern pedagogical education gives preference to the model of knowledge transfer, which, in their opinion, does not contribute to the formation of the professionalism of the modern teacher in the system of its training and retraining. Modern researchers of the modernization and transformation processes in education in the United Kingdom advocate the position of the model of their own inferences. This model implies timely awareness and practical application of their own experience with the obligatory expansion and transformation. Therefore, there is a need for a special technique for the organic use of new information in existing structures and schemes. Formation of professionalism should contribute to inculcation in the minds of the teacher of reflections on the pedagogical process, the development of a positive self-concept of a teacher, high self-esteem and freedom from excessive self-criticism, a positive attitude towards oneself and the ability to influence his own I-concept and I-concept of students, because the presence of such qualities gives the whole process of learning productive impulse. British researchers point out that, unfortunately, modern pedagogical education gives preference to the model of knowledge transfer, which, in their opinion, does not contribute to the formation of the professionalism of the modern teacher in the system of its training and retraining. Modern researchers of the modernization and transformation processes in education in the United Kingdom advocate the position of the model of their own inferences. This model implies timely awareness and practical application of their own experience with the obligatory expansion and transformation. Therefore, there is a need for a special technique for the organic use of new information in existing structures and schemes. Each of the above approaches is based on a certain structure of knowledge: the transmission model interprets knowledge as a bit static, embracing truths and realities, that can be used and transmitted for assimilation; The alternative position of constructivists implies that knowledge is individual in its essence and there are no generally accepted stamps, stencils, which they should answer. Professional training of teachers involves the presence of a whole set of creative abilities and research skills, among which honorary place is the reflection, which is considered as one of the main mechanisms of realization of human activity, grounding its professional self-development.