Abstract
The aim of the study is to propose a conception suitable for the professional development of a modern university teacher based on the analysis of existing conceptions of continuous professional development. The article discusses the conceptions of continuous professional development, analyses their relevance and the possibility of application for a university teacher. The scientific novelty of the study lies in identifying the strengths and weaknesses of each conception, considering in theory, at the conceptual level, the issues of professional development of a university teacher, as well as in proposing the author’s conception of continuous professional development of a university teacher. As a result of the study, an analysis of a number of the most famous conceptions of continuous professional development of domestic and foreign scientists was carried out and a conception was proposed, based on which it is possible to build a trajectory for the professional development of a university teacher.
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