PROFESSIONAL DEVELOPMENT OF A TEACHER AS A RESPONSE TO EXTERNAL CURRENT CHALLENGES

???????? ???????? ????????????????? ???????? ???????? ??? ???????? ??????????? ????????? ??????? ?????????? ? ??????? ? ?????? ???????????????? ???????????????? ??????????? ?????? ???????????????-?????????? ???????. ? ???????? ??????? ??????? ???????? ?????????? ?? ???????? ???????????????? ???????????? ?????????? ????????????????? ?????? ???????????? ???????????. ????????????? ?????? ??????? ????????????????? ???????? ????????: ???????? ??????????????? ??????????, ?????????? ? ??????????????? ?????????, ????????????????? ??????. ??????????????, ??? ????????????? ?????????? ??????? ?????? ?????????? ????????, ?????? ??????? ??????? ??????????? ????????? ???????? ?? ????????? ???????????: ?????????????, ????????, ????????, ?????????????. ??????????, ????????? ?????? ???? ????????? ??? ???????? ??? ?????? ???????? ?? ?????????????? ???????????? ????????? ??????????????? ???????????. ????????, ???????????? ????????????????? ???????? ??????? ? ????????? ??? ??????? ??? ?????????, ??????? ????? ????? ????????? ??????? ???????? ????????? ?????? ????????. ?????????? ???????? ??? ??????????? ?????????????? ????????????: ???????????????? ???????????, ????????? ???????????????? ???????????? ?????????? ????????????. The problem of professional development a teacher is posed as process constant change external requirements to the list and level formation competencies personal qualities. As challenges this process, focus on self-managed learners implementation anthropological mission modern education are highlighted. Different approaches analyzed: educational technologies, involvement in innovations, research skills. It emphasized that innovative technologies requires special readiness teacher, different which manifested positions relation technology: indecisive, skeptics, innovators, researchers. proved all teachers should be involved innovation their work aimed at this. teacher’s culture associated with area his interests, can become subject study real practice. In conclusion, three directions pedagogical activity highlighted: mobility, open professionalism dialogization joint activity.