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注释简介。这篇文章致力于研究生持续教育的教师专业发展现象。由于神经生物学，心理学和教学的结局的增长，对大脑的神经生理过程，分析，理论理解和概括的新知识累积了新知识，这些知识可以成为形成新颖专业发展概念的Dagogues专业发展概念的基础。目的。从神经统治学的角度来识别和考虑决定教师专业发展现象的关键特征，并积极地组织了对这一过程的支持，包括在高级培训过程中。方法。分析由国际和俄罗斯数据库索引的科学资料，并深入搜索了半个多世纪；教学预测和建模。结果。In the process of analyzing the phenomenon of professional development of the teacher from the standpoint of Andragogika, as well as taking into account neurophysiological characteristics, the properties significant for accompanying the postgraduate formation of the Dagogs (neuroplasticity, cognitive flexibility, memory, critical thinking, emotions, speech function), and the neurodidactic nature of each of them was given. 科学新颖性。 提议考虑到教师高级培训方向的大脑功能的特征可能是建立教师专业发展支持的概念基础的基础。 实践意义。In the process of analyzing the phenomenon of professional development of the teacher from the standpoint of Andragogika, as well as taking into account neurophysiological characteristics, the properties significant for accompanying the postgraduate formation of the Dagogs (neuroplasticity, cognitive flexibility, memory, critical thinking, emotions, speech function), and the neurodidactic nature of each of them was given.科学新颖性。提议考虑到教师高级培训方向的大脑功能的特征可能是建立教师专业发展支持的概念基础的基础。实践意义。从神经统治学的角度来看，基于对教师专业发展现象的理论规定的概括，给出了方法论上的建议，并提高了教师的亲密和教学学历的领域
教师专业发展的现象
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