INDEPENDENT PROFESSIONAL DEVELOPMENT OF A TEACHER IN THE ZONE OF PROXIMAL DEVELOPMENT

Abstract

This article examines the issue of a teacher’s independent professional development within the framework of the Zone of Proximal Development (ZPD) concept proposed by L. S. Vygotsky. The main purpose of the study is to identify the role of independent learning, self-reflection, and innovative pedagogical approaches in the professional growth of teachers. A qualitative research method was employed, based on the analysis of theoretical pedagogical and psychological sources. The findings indicate that a teacher’s conscious engagement with their own zone of proximal development contributes to the sustainable formation of professional competencies. It is concluded that independent work within the ZPD is a key condition for continuous professional development of teachers and for improving the quality of modern education.