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The article deals with the analysis of the basic models, methods and forms of professional education of the English language teachers in the countries of the European Union. There are three main models of professional education of the English language teachers presented in the article. The basic methods and approaches to organization and content filling of the English language teachers' training are analyzed. The list of basic forms of organization of professional education of the English language teachers, which are used in the vast majority of countries and institutions of higher education of the EU, is presented.The aim of the article is to analyze the main models, methods and forms of professional education of the English language teachers in the countries of the European Union.The research is conducted on the assumption that in modern society special attention is given to learning the English language as the language of intercultural communication. This attention also affects the educational process in HEIs, as the society demands an English teacher to be skillful, experienced, educated and to have a high level of language proficiency in order to provide the proper language training of students. For that reason various forms and methods of professional education of the English language teachers in HEIs provide students with techniques and technologies enabling them to carry out high-quality teaching and ensure that their students achieve success in learning. The conducted analysis confirmed the existence of general trends in the use of models, methods and forms in the majority of the EU countries, but also displayed that these trends depend on socio-cultural and historical contexts. The study is not exhaustive and opens the prospect for further research of modernization of the methods and forms of professional education of the English language teachers in Ukraine based on European experience. ; У статті здійснено аналіз основних моделей, методів і форм професійної підготовки вчителів англійської мови в країнах Європейського Союзу. Виокремлено три основні моделі професійної підготовки вчителів англійської мови. Проаналізовано основні методи й підходи до організації та змістового наповнення підготовки вчителів англійської мови. Представлено перелік основних форм організації професійної підготовки вчителів англійської мови, які використовуються у переважній більшості країн та закладів вищої освіти ЄС.

У статті проаналізовано ключові організаційно-змістові характеристики додипломної освіти вчителів англійської мови, притаманні освітнім системам в Європейському Союзі. Представлено мінімальний рівень та загальну тривалість курсу додипломної освіти, які дають право працювати вчителем у закладах загальної середньої освіти. Здійснено порівняльний аналіз по країнах ЄС загальної тривалості курсу професійної підготовки вчителів англійської мови. Виокремлено основні компоненти змісту професійної підготовки вчителів англійської мови. ; The article deals with the key organization and content characteristics of initial education of the English language teachers, proper to the national educational systems in the European Union. The minimum level and general duration of initial education course that gives the right to work as a teacher in secondary educational institutions are presented. The comparative analysis of the total duration of the course of the English language teacher training in EU countries has been carried out. The main components of the content of the English language teachers' professional education are stressed upon.The research is carried out on the assumption that the diversity, which is a characteristic feature of pedagogical education in the countries of the European Union due to the processes of historical and socio-political development of the region, in some way unifies and acquires the characteristics and features proper to the whole European educational dimension. The comprehensive consideration of this problem causes the aim of the article, which is to analyze the organization and content characteristics of initial education of the English language teachers in the European Union in terms of their systemic and interdependent nature.The analysis of organization and content of initial education of the English language teachers in the countries of the European Union has shown that various models of professional education of pedagogical staff have been created in order to improve the quality of teachers' education, to acquire the necessary skills, prepare intending teachers to professional activity, ensuring their needs for continuous professional development, motivation for quality teaching activity at secondary educational institutions.

The article deals with the analysis of the basic models, methods and forms of professional education of the English language teachers in the countries of the European Union. There are three main models of professional education of the English language teachers presented in the article. The basic methods and approaches to organization and content filling of the English language teachers' training are analyzed. The list of basic forms of organization of professional education of the English language teachers, which are used in the vast majority of countries and institutions of higher education of the EU, is presented.The aim of the article is to analyze the main models, methods and forms of professional education of the English language teachers in the countries of the European Union.The research is conducted on the assumption that in modern society special attention is given to learning the English language as the language of intercultural communication. This attention also affects the educational process in HEIs, as the society demands an English teacher to be skillful, experienced, educated and to have a high level of language proficiency in order to provide the proper language training of students. For that reason various forms and methods of professional education of the English language teachers in HEIs provide students with techniques and technologies enabling them to carry out high-quality teaching and ensure that their students achieve success in learning. The conducted analysis confirmed the existence of general trends in the use of models, methods and forms in the majority of the EU countries, but also displayed that these trends depend on socio-cultural and historical contexts. The study is not exhaustive and opens the prospect for further research of modernization of the methods and forms of professional education of the English language teachers in Ukraine based on European experience. ; У статті здійснено аналіз основних моделей, методів і форм професійної підготовки вчителів англійської мови в країнах Європейського Союзу. Виокремлено три основні моделі професійної підготовки вчителів англійської мови. Проаналізовано основні методи й підходи до організації та змістового наповнення підготовки вчителів англійської мови. Представлено перелік основних форм організації професійної підготовки вчителів англійської мови, які використовуються у переважній більшості країн та закладів вищої освіти ЄС.

The article deals with the synchronic analytical selection of the key aspects of continuing professional education of the English language teachers in Ukraine and the European Union in comparative context. Some specific features inherent in this or that EU country are outlined with their subsequent presentation in synthetic unity taking into account the global context of modern educational systems. A number of common and distinctive features of the Ukrainian and European systems of continuing professional education of the English language teachers are pointed out. The purpose of the study is to analyze the key aspects of continuing professional education of the English language teachers in Ukraine and the European Union in comparative context. The methods of systemic analysis, synthesis and expert analysis are used in the article. The study is conducted on the assumption that in the context of global modernization of content and forms of education, it is important to define approaches to the analysis of organization of continuing professional education of the English language teachers abroad, in particular in the countries of the European Union, in order to further substantiate the feasibility of transferring the accumulated positive experience to the education system of Ukraine. The system of continuing professional education of teachers in any country is a constituent part of the world's education system, that is why its research is done with the application of systematic approach.The study opens the prospect for further investigating modernization of the process of continuing professional education of the English language teachers in Ukraine based on European experience. ; У статті представлено синхронічний аналітичний зріз ключових аспектів неперервної професійної освіти вчителів англійської мови в Україні та Європейському Союзі в порівняльному контексті. Виокремлено деякі специфічні риси, притаманні тій чи іншій країні ЄС з подальшим їх представленням у синтетичній єдності з огляду на глобальний контекст сучасних освітніх систем, а також окреслено ряд спільних та відмінних рис української та європейської систем неперервної професійної освіти вчителів англійської мови.

У статті проаналізовано ключові організаційно-змістові характеристики додипломної освіти вчителів англійської мови, притаманні освітнім системам в Європейському Союзі. Представлено мінімальний рівень та загальну тривалість курсу додипломної освіти, які дають право працювати вчителем у закладах загальної середньої освіти. Здійснено порівняльний аналіз по країнах ЄС загальної тривалості курсу професійної підготовки вчителів англійської мови. Виокремлено основні компоненти змісту професійної підготовки вчителів англійської мови. ; The article deals with the key organization and content characteristics of initial education of the English language teachers, proper to the national educational systems in the European Union. The minimum level and general duration of initial education course that gives the right to work as a teacher in secondary educational institutions are presented. The comparative analysis of the total duration of the course of the English language teacher training in EU countries has been carried out. The main components of the content of the English language teachers' professional education are stressed upon.The research is carried out on the assumption that the diversity, which is a characteristic feature of pedagogical education in the countries of the European Union due to the processes of historical and socio-political development of the region, in some way unifies and acquires the characteristics and features proper to the whole European educational dimension. The comprehensive consideration of this problem causes the aim of the article, which is to analyze the organization and content characteristics of initial education of the English language teachers in the European Union in terms of their systemic and interdependent nature.The analysis of organization and content of initial education of the English language teachers in the countries of the European Union has shown that various models of professional education of pedagogical staff have been created in order to improve the quality of teachers' education, to acquire the necessary skills, prepare intending teachers to professional activity, ensuring their needs for continuous professional development, motivation for quality teaching activity at secondary educational institutions.

The article deals with the synchronic analytical selection of the key aspects of continuing professional education of the English language teachers in Ukraine and the European Union in comparative context. Some specific features inherent in this or that EU country are outlined with their subsequent presentation in synthetic unity taking into account the global context of modern educational systems. A number of common and distinctive features of the Ukrainian and European systems of continuing professional education of the English language teachers are pointed out. The purpose of the study is to analyze the key aspects of continuing professional education of the English language teachers in Ukraine and the European Union in comparative context. The methods of systemic analysis, synthesis and expert analysis are used in the article. The study is conducted on the assumption that in the context of global modernization of content and forms of education, it is important to define approaches to the analysis of organization of continuing professional education of the English language teachers abroad, in particular in the countries of the European Union, in order to further substantiate the feasibility of transferring the accumulated positive experience to the education system of Ukraine. The system of continuing professional education of teachers in any country is a constituent part of the world's education system, that is why its research is done with the application of systematic approach.The study opens the prospect for further investigating modernization of the process of continuing professional education of the English language teachers in Ukraine based on European experience. ; У статті представлено синхронічний аналітичний зріз ключових аспектів неперервної професійної освіти вчителів англійської мови в Україні та Європейському Союзі в порівняльному контексті. Виокремлено деякі специфічні риси, притаманні тій чи іншій країні ЄС з подальшим їх представленням у синтетичній єдності з огляду на глобальний контекст сучасних освітніх систем, а також окреслено ряд спільних та відмінних рис української та європейської систем неперервної професійної освіти вчителів англійської мови.

У статті представлено аналіз процесів формування та реалізації в конкретних заходах європейського освітнього простору післядипломної освіти та підвищення кваліфікації вчителів англійської мови в країнах Європейського Союзу. Дослідження поняття «освітнього простору» обґрунтоване на основі інтеграції двох ідей - ідеї простору та ідеї освіти. З'ясовано, що європейський освітній простір постає достатньо сформованим, водночас із тим різноманітні політичні, економічні та суспільні процеси зумовлюють постійну його динаміку й трансформації. Визначено, що формування єдиної просторової структури європейської освіти здійснюється на базі сформованих територіальних структур освіти різного рівня та на основі принципів підпорядкованості освіти економіці; ієрархії освітніх структур; поліструктурності освітньої системи. Освітній простір нерівномірно заповнений заходами та подіями і є негомогенним, оскільки складається з освітніх компонентів та подій, різних за значущістю. У статті визначено та проаналізовано основні типи заходів та проектів підвищення кваліфікації вчителів англійської мови, у яких європейський простір реалізується у змісті, формах та принципах організації. ; The article presents the analysis of the process of formation and implementation in specific activities of European educational dimension of post-graduate education and professional education of teachers of English in the countries of the European Union. The study of the concept of "educational dimension" is based on integration of two ideas - the idea of "dimension" and the idea of "education". It was found out that European educational dimension is sufficiently developed, though at the same time various political, economic and social processes determine its permanent dynamics and transformations. It was determined that development of a common dimensional structure of European education is carried out on the basis of established territorial structures of education of different levels and on the basis of the principles of subordination of education to the economy; hierarchy of educational structures; multi-structural nature of educational system. The educational dimension is unevenly filled with events and activities and is non-homogeneous, since it consists of educational components and events of varying significance. The implementation of the European vector of post-graduate education and professional education of teachers of English can be spotted in a variety of activities and projects that stand as an integral part of the system. On the basis of the analysis of the content and forms of such activities and projects, we can conclude that there is often a connection or even a smooth transition between them. The specific form of organization determines or supports the possible content and, on the other hand, the provided content can often be realized only within specific forms. The article defines and analyzes the main types of activities and projects of professional education of teachers of English, in which European dimension is realized in the content, forms and principles of its organization. Through the viewpoint of the content and forms, such projects are defined: teaching of English itself; career guidance with the European component; raising the overall level of awareness of the European dimension in teaching; comparison of scientific projects of educational systems and educational environments; projects related to organizational and administrative practices and international co-operation. Through the viewpoint of strategies of professional education of teachers of English such projects are outlined: the ones organized and centrally funded in different regions of the European Union; presentation and dissemination of a particular teaching method or methodological idea. Such projects are analyzed as the ones, containing European dimension as a principle of work: projects involving an educational trip to another European country; action projects in which the European element is presented by a foreign referent; activities involving a planning group and/or participants from different countries.