The article presents the results of a study of the practice of teachers’ professional development in the context of digitalization of education carried out in order to identify the features of teachers’ professional development and the main conceptual ideas implemented in different countries. The article examines the practice of teachers’ professional development in other countries as well as in a number of Russian regions. The analysis of pedagogical literature and scientific articles was carried out using the method of apperception and the descriptive method. The use of apperception method allowed us to expand information about the existing professional development practices implemented in different countries and regions. The use of descriptive method in working with scientific literature made it possible to select articles based on keywords, “descriptors”. In this study, the following phrases were used as descriptors: “professional development of teachers”, “concepts of professional development of teachers”, “advanced training of teachers”, “practice of professional development of teachers”. As a result, practices of teachers’ professional development have been identified that have both similar conceptual ideas and some national or regional features. Two of the conceptual ideas reflected in almost all countries are particularly noteworthy: that of continuity and that of personalization of teachers’ professional development in the context of education digitalization. Implementation of these ideas makes it possible to ensure continuous professional development of a teacher taking into account his or her professional experience, expertise, professional competencies and interests, as well as the interests and demands of the educational organization in which he or she works. The implementation of these ideas is carried out through integration of formal and non-formal education, as well as through self-education and self-development of teachers in the context of education digitalization.