ESSENCE OF CONCEPT «EDUCATIONAL ENVIRONMENT MANAGEMENT OF TEACHERS’ PROFESSIONAL DEVELOPMENT». KUZMENKO Iulyia VASYLIVNA

Introduction. National Strategy for Development of Education in Ukraine for the period till 2021 is a public document that defines the strategy and main directions of its development in the XXI century. Conducted analysis of the current state of the national education system indicates that at present time there is need of quality improvement of adult education activities, establishments of postgraduate pedagogical education and structural subdivisions of higher education institutions on the basis of which retraining and professional development of teachers and scientific and pedagogical workers are made. One of the main tasks of the National Strategy is the training and education of teaching staff capable of working on the basis of innovative approaches to the educational process, their own creative continuous professional growth. Purpose. Disclosure of the concept of «educational environment management of teachers' professional development». Methods. Theoretical analysis, synthesis, generalization. Results. In correlation with the logic of our research and problems that were set, we examined explication of philosophical and psycho-pedagogical categories of «management», «development», «professional development», justified our position in the theoretical understanding of the phenomenon of «educational environment management of teachers' professional development». Conducted analysis allows us to conclude that the management of the educational environment for professional development of teachers – Is a purposeful, planned and systematic influence of the management subject on its object (educational environment), which provides process of aimed, natural personal and activity changes of teachers focused on the high professional achievements and professionalism implemented through the self-development, career and professional interactions. Originality. The essence of the concept of «educational environment management of teachers' professional development» is generalized for the first time. Conclusion. The conducted analysis allows to create in future the control model of educational environment management of teachers' professional development. This problem does not exhaust all the fullness of outlined research. Promising areas for further research belongs disclosure of the laws and principles of educational environment management of teachers' professional development.