Abstract

The article highlights the problem of fostering motivation for professional development in adult learners. Itdescribes the methodology of autonomy-supportive educational practices applicable to designing innovativecompetence-oriented ERR-based in-service training programs at university. It presents the ways of cognitive andemotional support in the individual and collective zone of proximal development of in-service trainingparticipants. The aim of the study also is to identify key areas of development programs of additionalprofessional education, examines the experience of UNN on a number of programs to draw conclusions aboutthe future development of other related, those described in the article directions and retraining programs and theforecast potential outcomes.

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