Abstract
The resources, mechanisms, and organization of continuous professional development (CPD) for future and early-career teachers require research in the global context of educational reforms. The subject of the study is the monitoring of CPD competencies, which enables the diagnosis of its long-term and sustainable effectiveness in student training and teacher activities. The article examines the impact of monitoring on guided self-development aimed at more forward-looking goals than merely addressing difficulties, supported by stable intrinsic motivations for self-realization. The purpose of the study is to determine how, based on monitoring, students and teachers design guided self-development to confidently enter a profession that is becoming increasingly diverse and complex. Monitoring of CPD competencies is viewed in the study as the main method of self-development, while competition within the educational ecosystem creates an environment conducive to self-development. The continuity of a person’s professional development is ensured through a comprehensive assessment of their readiness and abilities in dynamics from a current profile to a "progress bar." This dynamic, in turn, depends on factors identified through monitoring: meta-learning, the educational environment, and the professional community. The results of the study aim to improve the preparation of future teachers, design support programs for early-career teachers, develop a self-development ecosystem, and clarify the philosophy of professional growth.