The dissertation develops and experimentally tests a model for developing the professionalism of teachers of Ukrainian language and literature within non-formal education. It is revealed that the problem of continuous professional growth of a teacher-philologist, the development of one’s professionalism through non-formal training, is actualized in modern pedagogical science and educational practice. The problem of developing the professionalism of a teacher of Ukrainian language and literature is related to the need for continuity of one’s professional growth, which contributes to overcoming the contradiction between modern requirements for a teacher as a competitive subject of the educational process and the insufficient level of professional competence of teachers-philologist. It is substantiated that in determining the essence of the professional development of a teacher, scientists agree that this process should be continuous, based on the teacher’s individual requests, aimed at improving professional competencies taking into account the specifics of the speciality, and take place by attracting various types of educational resources. The paper presents the current positions of Ukrainian scientists regarding the carried out definitive analysis of the concept of “non-formal education” as a specially organized activity, within which people can consciously develop as individuals; as a form of continuous learning, an adaptation of the individual in a constantly changing environment built on the principles of voluntariness, accessibility; complement formal learning; as an educational activity that is predetermined by educational needs, aspirations of the individual; as a form of learning in the system of institutions of continuing education, etc. Based on the results of studying scientific sources, the author has formulated the concept of “professionalism of a teacher of Ukrainian language and literature formed within non-formal education” as an integrative professional quality, which includes a value attitude to one”s profession, a focus on improving professional knowledge on an interdisciplinary basis, a set of professional qualities, implies an orientation to continuous professional development and personal growth, ability to assess one’s professional activity gradually, psychological attitudes to self-improvement within non-formal education. The structure of professionalism of a teacher of Ukrainian language and literature formed within non-formal education consists of such components as axiological-regulatory, cognitive, and activity-reflexive. It is found that in Ukraine in the field of continuous professional development of a teacher, development of professionalism of a teacher-philologist, there is a legislative regulation of professional development within both formal and non-formal training, expanding the range of opportunities for continuous professional improvement in a distance format; material incentives for teachers based on the results of pedagogical internship, certification, internship, advanced training, participation in project activities; focus on the regular development of professional competencies of teachers, in particular digital, information and communication, innovation; development of professional standards of teachers, etc.
