THE ESSENCE OF PROFESSIONAL DEVELOPMENT OF A MODERN TEACHER: SCIENTIFIC AND METHODOLOGICAL APPROACHES

The article addresses the problem of professional development of modern educators as one of the key issues in professional pedagogy, psychology of professional development, and activity psychology. It reveals the content of the concepts “development”, “professionalism” and “professional development”. The characteristics of the professional development of preschool education institution staff are highlighted. It is proven that effective professional development of educators is a key driver in the reform of education, as it promotes positive changes in the knowledge and beliefs of educational staff, educational practices, and improves the quality of education. The essential features of the professional development of an educator as a component of quality education and successful teaching and upbringing of preschool children are identified. The phenomenon of professional development, which has a certain structure reflected in motives, components, scientific approaches, principles of organization, conditions, and foundations of development, is characterized. The article identifies three groups of motives for the professional development of educators: real effective motives that arise without auxiliary external actualization, manifest in the process of professional activity, indicate an internal need for further development, a constant interest in the content of work, and a desire for self-improvement; understanding motives that arise under specific circumstances related to the need to improve the educational process and are characterized by the habit of conscientiously performing one’s duties; and forced motives characterized by apathy, lack of interest in further qualification improvement, and manifest in situations of undeniable importance and necessity. The principles of organizing professional development for educational staff are disclosed. The stages of professional development of educators are characterized. The article presents scientific approaches to the professional development of educators of preschool education institutions: acmeological, axiological, systemic, synergistic, competency-based, personality-oriented, and technological approaches, which play an important role in organizing educational activities.