Теndencies of professional development of teachers in developed English-speaking countries in terms of globalization

Avshenyuk N.M. Tendencies of teachers' professional development in the developed English-speaking countries in terms of globalization. The article is devoted to the multifactor consideration of teachers' professional development based on semantic and categorical, determinant, conceptual, structural, functional and evolutionary and historical analysis. Based on evolutionary and historical analysis the teachers' professional development as a dynamic phenomenon, which changes in the conditions of globalization has been investigated. The established changes are usually expressed in its tendencies. Tendencies of teachers' professional development in the developed English-speaking countries (Australia, Great Britain, Canada, and USA) are grounded, enabling deep and many-sided understanding of the nature, content, social role and function of this phenomenon and forecasting of its prospects. The analysis of definitions "tendency" made it possible to understand the essence of the category "tendencies of teachers' professional development in the developed English-speaking countries" as the focus of government policy in these countries and the objective reality of the operation of their systems of teacher and adult education, which is determined by historical, political, national, social-economic, cultural factors and strategies of international organizations and determine the prospects for professional development of teachers in the local and global educational space. Tendencies of teachers' professional development in the developed English-speaking countries have been systematized on the basis of criteria of space, phases of development, duration, and nature. The accomplished by the author systematization of teachers' tendencies of professional development in the developed English-speaking countries in the context of globalization does not purport to be exhaustive completeness and differentiation, and form the basis for further detailed study of the problem in modern pedagogy.