On the problem evaluation of the effectiveness of formats of professional development of teachers

determining the goals, conditions and effects of professional development of teachers is a significant and promising area of research: currently, this area is being actively studied in scientific and pedagogical aspects. In this context, the tasks of increasing the diversity of teachers professional development formats are actualized. The effectiveness evaluation, taking into account their multi-tasking and demand are developed. The article presents the prerequisites, the ideas and the results of the research initiated and conducted in 2022 among the teachers of St. Petersburg (Russia). The idea of the study appeared in the process of organizing additional professional education programs, subsequently going beyond the scope of directly educational tasks. The analysis of the obtained data allowed the authors to evaluate the effectiveness of 22 technologies (formats) of teachers profes-sional development to confirm the proposed version of their classification, at the same time identifying the terminological dissonance that requires clarification. The authors also formulated some conclusions and recommendations on the choice of technologies for the development of school teachers.