Introduction. The purpose of this study is to study the theoretical foundations of qualification enhancement for a teacher in higher education. The article examines the essence and structure of the concept of qualification as a normative characteristic and its relationship with the professional competence of a higher school teacher and the quality of the final educational product. Interpretations of the concepts “qualification”, “qualification enhancement”, “professional competence” are given.

Materials and methods. The main research methods were the analysis, generalization and systematization of scientific literature on the problem of qualification enhancement for a higher school teacher, a survey, as well as mathematical data processing.

Results. As a result of the study, the relationship between professional development and the quality of the final educational product was revealed.

Discussion. It is an attempt to substantiate the role of qualification enhancement for a higher school teacher in the transformation of the educational environment in modern conditions, determined by social and natural challenges.

Conclusion. It is concluded that qualification enhancement acts as a pedagogical innovation that affects the level of professional competence of a higher school teacher.

The theoretical foundations of qualification enhancement for a teacher of higher education are revealed, based on its understanding as a normative characteristic of pedagogical activity and pedagogical innovation;

A conceptual apparatus has been developed, reflecting the structure and content of qualification enhancement for a teacher

of higher education;

The connection between qualification and the level of mastering professional competence and its influence on the final educational product was revealed.

1. Vozgova Z. (2013), “Theoretical model of life-long professional development for teaching staff”, Czech Journal of Social Sciences, Business and Economics, no. 2 (2), pp. 6–13.

2. Nikitina E.Yu., Strielkovski V., Hejlova D. & Vozgova Z.V. (2014), Teoreticheskie osnovy nepreryvnogo professional'nogo razvitiya nauchno-pedagogicheskih rabotnikov [Theoretical Bases of Life-long Professional Development for Teaching Staff]. Vestnik CHelyabinskogo gosudarstvennogo pedagogicheskogo universiteta, 8, 93–104. (In Russian)

3. Garet M.S., Porter A.C., Desimone L., Birman, B.F. & Yoon K.S. (2001), “What makes professional development effective? Results from a national sample of teachers”, American Educational Research Journal, no. 38 (4), pp. 915–945.

4. Lindvall J. & Ryve A. (2019), “Coherence and the positioning of teachers in professional development programs. A systematic review”, Educational Research Review, no. 27, pp. 140–154.

5. Guskey T.R. (2014), Planning professional learning”,Educational Leadership, no. 71 (8), pp. 10–16.

6. Kennedy M.M. (2016), “Нow does professional development improve teaching?”, Review of Educational Research, no. 86 (4), pp. 945–980.

7. Opfer V.D. & Pedder D. (2011), “Conceptualizing teacher professional learning”, Review of Educational Research, no. 81 (3), pp. 376–407.

8. Kotlyarova I.O. (2007), Razvitie kvalifikacii pedagoga v innovacionnoj professional'noj deyatel'nosti [Qualification enhancement of a teacher in the innovational professional activity]. Vestnik YUzhno-Ural'skogo gosudarstvennogo universiteta, Seriya “Obrazovanie, zdravoohranenie, fizicheskaya kul'tura”, 6, 25–36. (In Russian).