Вплив глобалізації на самоактуалізацію викладачів іноземної мови

The article analyzes the influence of globalization processes on the self-actualization of foreign language teachers within the system of higher pedagogical education. The author argues that the foreign language teacher occupies a particular position among academic staff, since the subject of this professional activity is simultaneously the principal instrument of globalization. For this reason, globalization-driven transformations reach foreign language teachers earlier and in a more concentrated form than they reach members of other professional communities. The article distinguishes the concepts of «self-actualization», «self-realization» and «self-improvement» as applied to pedagogical activity, and demonstrates that self-actualization is more appropriately treated not as an attained personal state but as a qualitative characteristic of professional activity unfolding over time. Three groups of globalization factors that shape the conditions of this unfolding are identified: institutional, linguocultural and technological. For each group, the duality of its influence is traced: the same circumstances that widen the teacher's field of professional choice simultaneously narrow the space available for independent methodological decisions. It is hypothesized that what proves decisive for self-actualization is not the volume of globalization-related opportunities as such, but the degree of correspondence between external professional requirements and the teacher's internal value and motivational position. A mismatch between them produces a situation in which an outwardly successful professional trajectory is accompanied by internal depletion, and formal indicators of effectiveness cease to testify to professional growth. The article outlines the pedagogical conditions under which globalization factors support rather than obstruct the self-actualization of the foreign language teacher: the preservation of methodological autonomy alongside external assessment of learning outcomes, the teacher's involvement in international academic interaction as an agent rather than an executor, and purposeful value-oriented reflection on one’s own professional position. The materials of the article may be used in planning professional development programmes for foreign language teachers.