The article reveals the idea of creating a new model of regional continuing teacher training system in Russia. The main system scientific problem that needs to be solved, can be considered as a mismatch between the living conditions complication, the teacher's functionality expansion, the continuing education inclusion requirement and the archaic forms of its implementation that do not take into account a modern adult living conditions, differentiation of the teaching community by interests, needs and level of training. The regional system is presented as a part of the adults continuing education as part of the regional educational space. The regional system development principles are formulated. These principles are ultimate individualization, continuity, openness, individual interests' priority, networking, age diversity, andragogy, eventfulness, (self) organization. The regional system development resources are identified. The new model basic structural components are proposed. They are: territorial consulting service / regional consulting network, one window mentoring service, educational programs department for their design and testing. It is substantiated that fully oral programs are not effective and the modular model of the educational program for continuing teacher training is promising. Non-formal professional practices may be recommended for active use by future teachers as well as for teachers with experience in professional development and continuing teacher training. The model developed during the research can be used in the regional/municipal continuing teacher training systems modernization. The model may be potentially addressed to the methodological services and institutional structures that implement continuing teacher training and retraining programs at the regional/municipal level. (C) 2020 Published by European Publisher.
