Abstract
The study implemented an integrated approach to organizing continuous professional development. This approach involves making changes to the structure of the educational process, the content of professional practice, the system of advanced training, as well as the activation of forms of digital self-education and self-development of teachers. Key criteria for assessing the level of readiness of teachers for continuous professional development through digital educational resources were developed and clarified: cognitive, operational-activity, motivational-value and communication-organizational. Each of the criteria reflects a separate aspect of digital pedagogical activity and makes it possible to assess both the formation of digital competencies and personal and professional readiness for their application. Positive changes were recorded in the development levels of all components of professional training of teachers: the share of participants with high indicators of digital competence increased, motivation for self-development intensified, reflexive involvement in professional activities elevated, communication and organizational qualities expanded. The ideas, conclusions and guidelines presented in the study are focused on practical application in the system of professional development of teaching staff.