Stages of Development of Postgraduate Teacher Training in Ukraine Compared to the European Model

Abstract

The article presents a comparative analysis of the stages of development of postgraduate teacher training (PTT) in Ukraine and four countries of the European Union (EU) (Poland, Finland, Germany, and France) for 1991–2024. The relevance of the study is determined by the need to modernize the national system of advanced training in the context of European integration, digitalization and reform of general secondary education. The research employed the following methods: content analysis of legislative acts, a chronological reconstruction of educational reforms, a comparison of postgraduate education models, a SWOT analysis of the Ukrainian system, as well as an analysis of financial costs (2020–2024). It is established that Ukraine implements a hybrid model with decentralization of financing and a 150-hour standard, while other countries apply decentralized (Poland, Germany) or centralized (France, partly Finland) approaches with an orientation towards digitalization, inclusiveness, and research methods. In 2024, the highest amount of spending on teachers’ professional development (advanced training) was found in Germany (€3,830 million), the lowest in Ukraine (€92.5 million). The scientific novelty of the study lies in the integrated comparison of financial, regulatory, and institutional aspects of postgraduate teacher training across Ukraine and four EU countries. The results can be used to form an adaptive model of teachers’ professional development in Ukraine. Received: 22 November 2025 / Accepted: 05 April 2026 / Published: May 2026