The professional mobility of teachers

l has authoring tools, allowing to solve basic professional tasks independently anywhere in the world. Consequently, the training of the teachers should be done with the installation of the acquisition they are not common, and professionally-oriented knowledge and skills of using information and communication technologies in the practice of teaching foreign languages. New qualities necessary for the simple reason that in the growing online world hardware information and technology, including educational, quickly become obsolete without prompt updating and creation of a modern teacher can not effectively control the adjustable-governmental process, even more so to predict and influencing them. Thus, the most urgent on the agenda is the issue of training teachers of mobile network. The importance of intraorganizational training for the given integrative quality is stated. The technique of teachers professional mobility development with use of benchmarking research methods, its stages and pedagogical conditions are described. The need to analyze own pedagogical experience and the best experience of colleagues is considered. I offer using benchmarking research methods both in organization and outside of it. Teachers work has traditionally been individual by nature, but nowadays role in expanding to a multi-professional, collegiate teamwork. In future pedagogical expertise will also emphasized ICT and e-learning environments. Network pedagogy brings with it many challenges, like teaching a profession online, and thats why it gets critics, too. Project-based learning and the teachers role in information retrieval and learning supervisor will be emphasized. Collaboration and the required skills required are the key factor at educational institutions. Teachers work has traditio