The aim of this article was to provide a theoretical synthesis of models of continuing professional development for teachers, effective forms of professional development, and the possibilities for their application in postgraduate education. The research methodology was based on a theoretical and analytical approach and involved the integration of theoretical analysis of scholarly sources, content analysis of regulatory and programme materials, the comparative method, systematisation, generalisation, and pedagogical modelling. This approach enabled the analysis of 64 sources published between 2018 and 2025, the comparison of models of teachers’ professional development, the systematisation of forms of professional learning, and the substantiation of the rationale for an integrated model within the postgraduate education system. The findings demonstrated that the continuing professional development of teaching staff in postgraduate education constitutes a holistic process of professional renewal encompassing not only formal professional development but also self-directed learning, reflective practice, digital readiness, professional collaboration, and the practical enhancement of teaching practice. Professional development models fulfil different functions: the course-based model provides organisational structure, the competency-based model focuses on professional outcomes, the andragogical model takes account of adult learners’ prior experience, the personalised model supports individual learning pathways, the network-based model strengthens collegial collaboration, the digital model expands access to learning opportunities, while the mentoring and supervision model ensures sustained support for implementing changes in professional practice. The effectiveness of professional development is determined not by its format or title, but by its capacity to ensure teachers’ active participation, the completion of practical tasks, the creation of educational products, constructive feedback, post-course support, and the evaluation of changes in professional practice. The integrated model of professional development should be implemented as a continuous cycle combining needs assessment, an individual learning pathway, modular and blended learning, professional learning communities, mentoring, supervision, an electronic portfolio, and the evaluation of changes in teaching practice

reflection; competence; self-directed learning; mentoring; supervision; microlearning