Pedagogical professionalism: Ukrainian dynamics of changes in the light of global educational trends: monograph

The monograph is devoted to a comprehensive historical and pedagogical analysis of the development of pedagogical professionalism of teachers in Ukraine in the first quarter of the 21st century in the context of global educational trends, socio-cultural transformations and industrial and digital shifts. Based on the systematization of domestic and foreign scientific and pedagogical discourse, the conceptual and categorical apparatus is clarified, the semantic boundaries of key definitions are determined, in particular "teacher professionalism" and "teacher pedagogical professionalism". The author's integrative concept of pedagogical professionalism is proposed as a dynamic, integrative, context-dependent system of personal, social, technological and institutional qualities, which is formed at the intersection of the concept fields of "professionalism", "mastery" and "development". The study is based on an interdisciplinary methodological basis that combines general scientific, specific scientific and historical-pedagogical approaches (historical-comparative, systemic-chronological, paradigmatic, prognostic), ensuring the reproduction of the evolution of teacher professionalism in connection with the stages of industrial revolutions - from Education 2.0 to the prospects of Education 5.0. A typology of world models of supporting the development of pedagogical professionalism is carried out, relevant mechanisms for their adaptation to the national system of continuous professional development are identified. A periodization of the development of pedagogical professionalism in Ukraine (2000–2025) has been formulated, which includes three stages: European integration and renewal (2000–2013), conceptual and reform (2014–2021), and digital and resilience transformation (2022–2025). For each stage, the regulatory, conceptual, and organizational and methodological dominants that caused the change in the functional roles of the teacher — from a translator of knowledge to a facilitator, mentor, leader of educational changes, and a stabilizing factor in crisis conditions — are outlined. The results of the study contain theoretical generalizations, comparative and analytical conclusions, and practical recommendations for improving strategies for the development of pedagogical professionalism in the context of digitalization, globalization, and military challenges. The materials of the monograph are of scientific and practical value for researchers, teachers and students of pedagogical education, managers, postgraduate trainers and educational policy makers.