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The article presents an analysis of models of professional development of teachers in postgraduate education. Different approaches to the improvement of the skills of teachers are highlighted and models of professional development of teachers in the conditions of reform of postgraduate pedagogical education are offered. The research methods are presented, among them analysis, systematization and comparison of scientific positions to determine the theoretical approaches to solving the problem of professional development of teachers, modeling for creation of various trajectories of professional development of teachers; empirical: observation, conversation,interviewing. The criteria for constructing models of professional development of the teacher are defined and each of them is characterized by indicators and examples of introduction in postgraduate education. The basic approaches to realization of models of professional development are determined: competent, prolonged, differentiated, personally oriented, rational, mentoring and coaching and others. Models of professional development are diverse in terms of terms, forms of training (distance, full-time, blended learning), content, forms of teacher support, institution choice, choice of forms of training (webinar, pieces of training, seminars). Teachers work at different levels of professional development (professionalization, skills, creativity, innovation). Upgrading skills should consider the level of professional development of the teacher, encourage the involvement of innovative teachers as experts and tutors. Most models are integrated with each other. For example, a prolonged, competent model. In Ukraine, diversified, prolonged, personal-oriented and inter-sectoral models of the professional development of teachers.

Models of professional development of teachers in the conditions of the reform of the postal pedagogical education