Professional Development of Teachers Іn the System of Education of the Republic of Poland

The article examines the problem of professional development of teachers, taking into account the modern requirements of society for the teacher's personality. It has been established that the professional development of a teacher in Poland continues during his active professional and pedagogical activity. The author has revealed that the professional development of a teacher is considered by Polish scholars as a purposeful, planned and continuous process of life-long education, which consists in improving and changing his professional competences and qualifications, comprehensive personality development organized and implemented by specialized institutions in these fields also in the process of self-education and self-improvement. Рostgraduate education in modern conditions can be considered as an important component of continuous professional teacher education only if it is mobile, open, impartial, flexible, nationally oriented, able to be quickly updated, transformed, introduce the latest methods, and respond adequately to the changes and challenges of today. Postgraduate education is an important component of continuous professional pedagogical education and a condition for high-quality professional development of teachers. The main goal and basic principles of postgraduate education are determined. The principles of professional development of teachers in the education system of the Republic of Poland are highlighted. Emphasis is placed on three forms of professional development of teachers in the Republic of Poland: institutional, intra-school and self-education / non-formal education. Institutional forms of teachers' training are most often identified with the establishment and functioning of the institutions providing various classes: postgraduate courses, qualification courses, workshops, trainings, etc. Postgraduate education and qualification courses, in addition to updating and modifying different areas of teaching competence, also offer additional qualifications such as teaching another subject or conducting an educational course. Teachers' in-school improvement is a form that integrates a team of teachers around a joint vision of the school's goals and objectives. Teachers' in-service teacher improvement goals are usually formed by working groups that bring together competent people who are interested in a particular problem. The above-mentioned forms of teachers' training are supplemented by their self-educational activities. An important role in the professional development of teachers belongs to self-education.