This article focuses on the analysis of advanced experiences in the field of continuous professional development of teachers in the education system of foreign countries and the possibilities of their adaptation to the education system of Uzbekistan. The article analyzes the content and structure of continuous professional development systems of teachers in foreign countries, reveals their features, identifies leading trends and directions in the development of these systems in international experience, and discusses the socio-pedagogical conditions necessary for the application of foreign experience in the effective organization of continuous and self-professional development processes of secondary school teachers in Uzbekistan.  

Skills, competence, hermeneutics, professional skills, experience

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