Practice-oriented training as a way to optimising the process of developing the qualification of foreign language teachers

In the context of dynamic changes in the education system caused by digitalization, globalization and transformation of pedagogical approaches, the issue of effective professional development of foreign language teachers is of particular importance. Traditional models of postgraduate pedagogical education are often not flexible enough and do not fully meet the modern professional needs of teachers. In this regard, the search for such forms and methods of teaching that would ensure not only the acquisition of theoretical knowledge, but also its direct application in practical activities is becoming more relevant. One of the most promising areas in this area is practice-oriented training, which allows optimizing the process of professional development of teachers by integrating educational content with real pedagogical situations. The relevance of the study of a practice-oriented approach to improving the qualifications of foreign language teachers is due to several factors. Firstly, the rapid development of educational technologies requires teachers to constantly update their methodological tools, which is impossible without active involvement in practical activities. Secondly, modern educational standards emphasize the formation of students' language competencies, as well as soft skills, which, in turn, requires teachers to master interactive and communicative teaching methods. Thirdly, the demand from teachers for applied knowledge and skills directly applicable in the educational process indicates the need to revise the content of advanced training programs towards a greater practical focus. The purpose of the article is to describe and substantively fill the main technologies of practice-oriented learning as a way to optimize the process of professional development of foreign language teachers. Microlearning and peer-teaching technologies were selected, analyzed and substantively filled.