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Статья посвящена происходящим в Великобритании изменениям в профессиональной подготовке педагогических кадров и усиливающейся роли исследовательской деятельности учителя в непрерывном образовании. Автор обращается к анализу инновационной образовательнойполитики страны и выявлению приоритетных направлений в сфере британского образования. Профессиональное развитие учителя рассматривается в свете исследовательской деятельности как ведущая ценностная установка личности.

The article is dedicated to theproblem of a teacher professional training in Great Britain and an increasing role of teachers’ educational research through life-long learning. The research has an established reputation for high-quality teacher education and education studies. It is crucial to the culture of intellectual enquiry within British universities and to the quality of teacher training in the UK supported by comprehensive research training programmes and projects. As a result teachers need opportunities to update their professional knowledge and skills on a regular basis, namely their opportunities for professional development. It underpins teacher’s sustainable self-realization, high performance, objective and honest self-evaluation and intellectual skills and critical thinking development due to active involvement and effective collaboration in research activities. The ability to make decisions under pressure, with incomplete, often conflicting, rapidly changing information is a key characteristic of a successful teacher-researcher. The author analyses the innovative higher and postgraduate education policy and examines the strategic educational orientations in the country. The field of teacher training is subject to rapid changes, both as the professional responds to new educational paradigms and trends and as institutions facing new challenges as a result of changes in curriculum and student needs. Moreover, the author also treats teacher’s professional development via research as a personality’s leading value principle. Investigation experience is contingent upon the teacher’s attitudes and beliefs. This enables teachers to think about how they impact upon teaching and learning and how they are then negotiated on a day-to-day basis by both their students and colleagues.