TEACHERS’ PROFESSIONAL DEVELOPMENT IN THE CONDITIONS OF STAFFING AUTONOMY OF UNIVERSITIES: EUROPEAN EXPERIENCE

The article is devoted to the peculiarities of continuing professional development European higher education institutions teachers' in conditions university autonomy. It emphasized that relationship and interdependence career a necessary condition for universities' staffing autonomy, which allows them make decisions about development, promotion academic administrative staff. 9 different models are characterized, positive negative properties each determined. analyzes experience organizing support teachers at University Tartu (Estonia), Uppsala (Sweden), Edinburgh (Scotland, UK). Estonia, Sweden United Kingdom leaders among countries Union level proved universities not limited one model but offer combination practices, processes from models. Such integration models' range corresponds autonomy's principles most favorable effective