THEORETICAL BASIS OF UNIVERSITY TEACHERS’ PROFESSIONAL DEVELOPMENT PROCESS: ITS NATURE, STRUCTURE-FORMING COMPONENTS AND PRINCIPLES
The article presents the theoretical foundations of university teachers’ professional development process: its essence, structure-forming components of preparedness for professional development and principles of the process; For this we consider such conjugates, but not identical concepts as lifelong learning, education of adults, recurrent education and continuing education; their hierarchic interrelation is found out; identified structure-forming components of teacher’s readiness to the professional development, namely education, which is based on the recurrence of the process; maturity, which in the process of training, means that there is a certain status defined properties and behavior, rights and responsibilities, awareness and motivation; examine the general and specific principles underlying the professional development process, such as the scientific, systematic and consistent, a participatory, actualization, personalization and adaptability.