Brief Abstract
This empirical study investigated Ukrainian elementary schoolteacher perceptions of their professional flourishing within the current education environment in Ukraine. It involved 12 teachers from different parts of the country and explored the relationship between professional and personal flourishing. In addition, the research attended to the contexts of state and society within conditions of ongoing neoliberal education reform since Ukraine declared independence in 1991. Teacher opinions were also solicited about the relationship between professional flourishing and continuous professional development (CPD) in this dynamic climate. Their views were elicited as well about a preferred educational future for the evolving democracy of Ukraine under the impact of the worldwide coronavirus pandemic and the Russian invasion in 2022.

Main Research Question and Sub-Questions
1. What does it mean to flourish professionally for Ukrainian elementary school teachers?
a. What do they feel might enable or impede their sense of professional flourishing?
b. What are their views about continuous professional development (CPD) in relation to professional flourishing?
c. How do they see their role evolving under democratic reforms in Ukraine and what is their ideal vision for the country's educational future?

Theoretical Considerations
To better understand contemporary Ukrainian elementary school teacher views on their flourishing as professionals, the concept of flourishing (Turban & Yan 2016; Huta & Waterman, 2013, 2014) and, with it, the related notion of capabilities (Nussbaum, 1988, 1997, 2000, 2006, 2011; Sen, 1979, 1985, 1989, 1993, 1999), were reviewed and applied as a theoretical frame. In conjunction with this, the paper also considers how neoliberal thinking and policy technologies have impacted education (Lebovic, 2019; Rustin & Massey, 2015; Olssen & Peters, 2005; Harvey, 2005)—and education in Ukraine, in particular—in the shift from the Soviet to Western political space; following which ensues a discussion of teacher professionalism and professionalization as brought about by neoliberalism, with emphasis on the post-Soviet space and Ukraine, specifically, through the lenses of globalization (Savage, 2017; Rizvi, 2007) and Europeanization (Fimyar, 2010; Gawrich et al., 2010; Creed, 1998). 

Methodology The structure of this empirical investigation (Hedges, 2017) was the following: qualitative approach (Creswell, 2017; Cleland, 2015; Denzin & Lincoln, 2005; Gay & Airasian, 2003), interpretivist/constructivist paradigm (Scauso, 2020; Hay, 2011; Bevir & Rhodes, 2003), subjectivist stance (Moon & Blackman, 2017; Ratner, 2002; Lincoln & Guba, 2000), narrative inquiry (Barkhuizen 2016; Stanley & Temple, 2008; Clandinin & Connelly, 2000), and template analysis (King 2004, 1998). Data was collected by means of the ZOOM online meeting platform using a combination of semi-structured focused discussions (Munday, 2006; Warr, 2005; Bromley & Fishcher, 2000), visual data instruments (“River of Experience” (Cabaroglu & Denicolo, 2008; Richardson, 2003; Pope & Denicolo, 1990) and auto-photography (Bailey & Harken, 2014; Pain, 2012; Colier & Collier, 1986)), and semi-structured individual interviews (Price & Jewitt; King, 2004; Mischler, 1991). Data collection began several days after the Russian invasion of Ukraine in 2022 and lasted four months. Data collection was conducted within the ethical context of crisis zone research, which recognizes that, although victims of humanitarian crises are a vulnerable group and therefore are worthy of added protection, such protection should not be to the extent that they are prevented from participating in research in which they have volunteered to be involved (Mazurana et al., 2013; Helbardt et al., 2010; Mfutso-Bengo et al., 2008).

In answer to the main research question—what does it mean to flourish professionally for Ukrainian elementary school teachers? —the data indicated a blend of elements, namely, • To persevere – that is, as an individual, to guard self-respect and foster capaciousness when faced with upheaval at any level, personally or professionally, recognizing and addressing ‘the ironies of policy and the ironies of practice’ (Hoyle & Wallace 2007, p. 9) by ‘keeping things vital’ (Cammarano & Stutelberg, 2020, 5), that is, continuing to move forward. The teachers studied demonstrated that a stoic disposition, sustained heutagogical approaches (self-determined learning), and concerted efforts (or an outward stance) formed a synergistic defense against uncertainty, unexpected shifts, and even danger. Collectively, they appeared to subscribe to the view that fear is a bad advisor, and that courage is not a heroic personality trait limited to the few. • To innovate – that is, to master the roles of leader and coordinator of the educational process, engage in ‘principled infidelity’ (Hoyle & Wallace 2007, p. 9) when veering away from traditional curricula, methods, established philosophies, and policies in order to embrace new ones; to brave change agency as an expression of decentralization politics; and to act as early adopters of Education 4.0 technologies through entangled pedagogies. • To cultivate identity – that is, to reflect on the continuum of national education history continuously and critically in order to envision a path forward for learners that does not sacrifice cultural identity in the name of Europeanization and globalization; to seek and develop diverse forms of professional community where professional identity can safely be interrogated, adjusted, adapted, and finessed for the benefit of self and society; and to model democratic principles in teaching and learning inside and outside the classroom.

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