The article deals with the trends in developing professional pedagogical competency of lecturers in the scientific and educational space of the leading EU countries. Specific attention is paid to the analysis of the approaches to determining core competencies required for professional growth, as well as components and criteria for developing professional pedagogical competency in the education systems of the UK, Germany, France, Austria, the Netherlands, Dennmark, Finland. It is highlighted that despite the availability of relevant documents in an integrated Europe, which contain the conceptual framework for acquiring core (basic) competencies, the terms and their criteria differ in each country. It is indicated that in the European Union there is no single approach to understanding the essence, ways and methods for shaping and developing professional pedagogical competency. It is specified that professional pedagogical competency occupies the most important place among the main competencies of lecturers since it is directly related to the performance of professioal duties. It is clarified that when defining the essence of professional pedagogical competency the EU experts pay considerable attention to such qualities of lecturers as the ability to independently solve complex tasks, acquire new knowledge and skills, have a positive view of one's own personality, fruitfully communicate with students and colleagues. It is concluded that the current research made it possible to prove a clear orientation of these countries' state policy towards developing the potential of lecturers, the availability of legal foundations required to ensure support and integrity of lecturers' professional development, a high level of organization and methodical support of the programmes for lecturers' professional development, which are characterized by clear goals and expected outcomes.