Development of strategies for linguistic self-education of foreign language teachers in the system of professional development

Modern trends in the development of the system of additional professional education are increasingly focused on the identi cation and elimination of professional de cits of teachers. For teachers of a foreign language, it is important to eliminate the subject de cits associated with language pro ciency. This problem can be successfully solved by integrating classes within the framework of advanced training courses and linguistic self-education. The purpose of the article is a theoretical analysis of the problem of linguistic self-education and the development of strategies for self-education of foreign language teachers in the system of professional development. Linguistic self-education is a systematic, voluntary, self-managed cognitive activity by the subject in order to maintain and increase the level of pro ciency in a foreign culture through a foreign language. Four groups of strategies for linguistic self-education of foreign language teachers were described: metacognitive, social, a ective, special, and practice-oriented tactics for the implementation of each of them were developed. The developed strategies and tactics in the form of methods, technologies, pedagogical techniques increase the e ectiveness of self-educational activities of foreign language teachers.