НЕПЕРЕРВНИЙ ПРОФЕСІЙНИЙ РОЗВИТОК ПЕДАГОГА: ЗАРУБІЖНИЙ ДОСВІД

The article explores the pressing issue of continuous professional development of educators, emphasizing the analysis of international experience. It has been determined that the modern educational paradigm requires teachers not only to maintain a high level of professional competence but also to possess the ability for ongoing self-improvement. Key aspects of organizing professional development for educators in countries such as the United Kingdom, the United States, France, Germany, Norway, and others have been examined. Special attention is paid to innovative approaches, including the formation of individual teaching strategies, the implementation of practice-oriented learning, and the application of interactive methods and technologies such as micro-teaching, role-playing, modeling pedagogical situations, as well as a focus on critical thinking and independent learning activities. The importance of postgraduate education as a tool for professional advancement is highlighted, particularly in the United Kingdom, the United States, and Finland, where significant emphasis is placed on the systematization and regularity of such processes. The experience of France is noted for demonstrating the effectiveness of integrating theoretical knowledge with practical skills in teacher education. The article stresses the importance of adapting international models of professional development to Ukrainian conditions, considering the socio-economic and political realities. It concludes that implementing innovative approaches and adapting best global practices will contribute to creating an effective teacher training system oriented toward continuous professional self-improvement. Future research prospects involve analyzing specific methodologies for preparing future teachers for professional self-development, introducing individualized learning programs, and developing conceptual frameworks for advancing teacher education in Ukraine in line with global standards.