2313-8971Research result. Pedagogy and Psychology of Education2313-897110.18413/2313-8971-2025-11-4-0-23970PEDAGOGICS<strong>Formative professional development of teachers: theoretical foundations and practical implementation</strong><strong>Formative professional development of teachers: theoretical foundations and practical implementation</strong>KorennayaAlbina ValerievnaKorennayaAlbina Valerievnaa.korennaya78@yandex.ruDrobotenkoYulia BorisovnaDrobotenkoYulia Borisovnadrobotenko@omgpu.ruOmsk State Pedagogical University; Institute of Education Development in the Omsk RegionOmsk State Pedagogical University202511400

Introduction. In a rapidly changing world, traditional models of professional development that focus on knowledge and skill transfer are no longer effective in fostering flexible competencies and self-development. The study of the potential of formative professional development is a response to these challenges. The purpose of the study was to provide a scientific basis for understanding the essence, content, and practical implementation of formative professional development for educators. Materials and methods. The work used the ideas of a systemic and personality-oriented approach, the principles of acmeology and axiology in relation to the professional development of a teacher. The study was conducted through a structural and comparative analysis of the theoretical and methodological foundations of the process of a teacher&#39;s professional development. Results. The framework of the research of the concepts &ldquo;development&rdquo;, &ldquo;formation&rdquo;, &ldquo;professional development&rdquo; included in the concept &ldquo;forming professional development of a teacher&rdquo; is determined. It was established that the forming professional development involves a directed change of the teacher&rsquo;s personality, reflected in the acquisition of a new form of professionalism under the influence of certain factors and conditions of professional activity and opening up new ways for professional self-realization and effective activity. The key characteristics of a teacher&#39;s professional development were revealed: the active role of the teacher, constant striving for self-improvement, the presence of feedback, the acceptance of a state of crisis and the development of &ldquo;deficient&rdquo; abilities. The ideas of formative assessment in relation to the teacher&#39;s formative professional development were substantiated. The main strategies for implementing the teacher&#39;s formative professional development (educational, expert-evaluative, managerial, reflexive, motivational, and accompanying) were described. Conclusion. The formative professional development of a teacher is a new tool for improving professional and pedagogical activities. The perspective of studying the formative nature of a teacher&#39;s professional development is to consider it as a process of meaningful change in a teacher&#39;s personality and a mechanism for integrating the results of critical reflection into value-based attitudes towards professional growth.

Introduction. In a rapidly changing world, traditional models of professional development that focus on knowledge and skill transfer are no longer effective in fostering flexible competencies and self-development. The study of the potential of formative professional development is a response to these challenges. The purpose of the study was to provide a scientific basis for understanding the essence, content, and practical implementation of formative professional development for educators. Materials and methods. The work used the ideas of a systemic and personality-oriented approach, the principles of acmeology and axiology in relation to the professional development of a teacher. The study was conducted through a structural and comparative analysis of the theoretical and methodological foundations of the process of a teacher&#39;s professional development. Results. The framework of the research of the concepts &ldquo;development&rdquo;, &ldquo;formation&rdquo;, &ldquo;professional development&rdquo; included in the concept &ldquo;forming professional development of a teacher&rdquo; is determined. It was established that the forming professional development involves a directed change of the teacher&rsquo;s personality, reflected in the acquisition of a new form of professionalism under the influence of certain factors and conditions of professional activity and opening up new ways for professional self-realization and effective activity. The key characteristics of a teacher&#39;s professional development were revealed: the active role of the teacher, constant striving for self-improvement, the presence of feedback, the acceptance of a state of crisis and the development of &ldquo;deficient&rdquo; abilities. The ideas of formative assessment in relation to the teacher&#39;s formative professional development were substantiated. The main strategies for implementing the teacher&#39;s formative professional development (educational, expert-evaluative, managerial, reflexive, motivational, and accompanying) were described. Conclusion. The formative professional development of a teacher is a new tool for improving professional and pedagogical activities. The perspective of studying the formative nature of a teacher&#39;s professional development is to consider it as a process of meaningful change in a teacher&#39;s personality and a mechanism for integrating the results of critical reflection into value-based attitudes towards professional growth.

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