PRINCIPLES OF PROFESSIONAL DEVELOPMENT AS REGULATORY NORMS OF THE TEACHER'S PRACTICAL ACTIVITY

The article substantiates the principles of professional development as regulatory norms of the teacher's practical activity. It is noted that the principles always reflect the dependence between the objective regularities of the educational process and its goals. It is a methodical expression of the laws of cognition and regularities, knowledge of the goals, essence, content, and structure of training (education), which is expressed in a form that allows them to be used as regulatory norms of pedagogical practice. The following principles of professional development of teachers are characterized: the principle of continuity, diversification, and synergistic principle; the principles of participation, reflective management of professional training, the principle of communicative partnership and cooperation; principles of facilitation, subjectivity, and electivity. It is emphasized that the innovative development of education is based on the directions of education development and specially developed principles, on the basis of which systemic changes should take place, ensuring its availability, quality, continuity, and investment attractiveness. It is determined that the teacher's professional development acts as a way and means of creative growth of the individual, constructive overcoming of situations of social and professional life crisis. The essence of a teacher's professional development can be presented as comprehensive in its entirety, and individualized in terms of time, pace, and direction, which provides everyone with the opportunity to implement their own program for obtaining it. Continuous additional professional education is the development of a person as an individual throughout his life path. The specificity of the professional development of a teacher consists in the formation of individual consciousness, spiritual and moral values, the development of the artistic and creative potential of an individual, emotional self-regulation, and assumes a continuous, purposeful, dynamic process of interaction between educational structures and social and cultural institutions. It is concluded that the principles of education in Ukraine are a phenomenon of the worldview foundations of educational activity in general. However, the specificity of knowledge determines the institutional necessity of the principles of professional development.