Pedagogical works in social media as a resource for teacher professional development

Problem statement. The increasing engagement of educators in sharing authorgenerated content on social media necessitates an examination of emerging paradigms for disseminating educational knowledge. This study investigates the conditions for teachers’ professional development through the publication of original teaching materials. Methodology. This study investigates the conditions for teachers’ professional development through the publication of original teaching materials. Employing a mixed-methods content analysis of 40 primary school teachers’ accounts on VK and Telegram (2022-2024), the research explores the characteristics of professional learning communities centered around teacher-authors. The methodological basis of the research is the ontological and acmeological approaches. Results . Social media have become the most important communication channel for teachers and a platform for the voluntary association of teachers in professional online communities for the distribution of original pedagogical works. The author describes the monetization framework and legal aspects of publishing educational materials, the results of the analysis of the main distribution models, including: crowdfunding for the development of educational content; access to resource libraries by subscription; digital licensing of pedagogical materials; premium content in closed communities. It is noteworthy that significant content remains in the public domain. Conclusion . The study concludes that evolving knowledge dissemination ecosystems - particularly through controlled commercialization - enhance digital literacy acquisition, pedagogical innovation capacity, professional identity as content creators.