This issue of the journal is devoted to the problem of pedagogical retraining as a key mechanism for renewing the human resources potential of the education system. The materials cover a wide range of issues: from the integration of specialists from other professional fields into schools to the development of methodological literacy among future teachers.

The materials analyse key areas: a new model of continuing professional education as a tool for transitioning from professional choice to pedagogical mastery; national experience demonstrating the adaptation of retraining to educational policy and social context; new formats of practice focused on contemporary challenges. The school is presented as an institutional platform for professionalisation, where cooperation, lesson observation and constructive feedback contribute to the development of methodological literacy and professional confidence.

Particular attention is paid to the training of teaching assistants in the field of inclusive education, as well as to retraining opportunities for specialists who choose primary education or speech therapy. Narrative materials reveal the motivational and value potential of retraining, confirming its role as a source of professional inspiration.