Introduction. The article is devoted to the phenomenon of teachers’ professional development in the process of postgraduate continuous learning. Due to the growing popularity of a science which appeared at the junction of neurobiology, psychology and pedagogy, known as “Neurodidactics”, a large amount of new knowledge about the neurophysiological processes of the brain is accumulated. The analysis, theoretical understanding and generalisation of it can form the basis for the formation of a new concept of teachers’ professional development.
The aim of the study is to identify and examine from the standpoint of neurodidactics the key features that determine the phenomenon of teachers’ professional development and which positively influence the organisation of its support, particularly in the process of teachers’ skills improvement.
Methods. Analysis of scientific sources indexed by international and Russian databases, with a search depth of more than 50 years; pedagogical forecasting and modeling.
Results. During the analysis of the phenomenon of teachers’ professional development from the standpoint of andragogy, as well as taking into account the neurophysiological characteristics of the human brain, the following properties that are significant for teachers’ postgraduate education support were identified: neuroplasticity, cognitive flexibility, memory, critical thinking, emotions, speech function. A neurodidactic characteristic of each was given.
Scientific novelty. The directions of teachers‘ professional development that were put forward taking into account the peculiarities of brain functioning can be used as a basis for the development of conceptual foundations for the support of teachers’ professional development.
Practical significance. Based on the generalised theoretical provisions on the phenomenon of teachers’ professional development from the standpoint of neurodidactics, methodical recommendations are proposed and the course of professional and pedagogical skills improvement of teachers is defined.