Post-graduate education and qualification increasement of English language teachers in countries of European Union: factors and tendencies of development

The aim of the article lies in determination of the main tendencies in the development of the system of post-graduate education and professional development of teachers of English in the European Union countries as well as the factors causing such development. The methodology of the research covers the following aspects: systemic approach to education as a complex, interconnected, developing structure; theory of continuous development as a factor of individual growth; theory, concept and technologies of professional education; theory of post-graduate education; fundamental research in the sphere of adult education. Recently the tendency for changes of the forms of post-graduate education and professional development has been observed in the EU countries. Traditional forms, such as workshops, conferences and courses are still well presented in the majority of educational systems, although new forms of post-graduate education and professional development are appearing and find support primarily among teachers. The article deals with the analysis of factors and tendencies of development of the system of post-graduate education and professional development of teachers of English in the European Union countries. Main approaches to the organization and providing of post-graduate education and professional development of teachers are defined, various methods and forms of involvement of teachers in professional development are analysed. Key factors influencing the efficiency of post-graduate education and professional development of teachers are distinguished. Essential tendencies occurring in the systems of education of European countries causing specific aspects of post-graduate education and professional development of teachers of English are presented.