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Abstract: The article discusses the problem of the development of professional self-determination - the fundamental ability of a future teacher - actualized by the demands of society to improve the quality of education. It is shown that nowadays the ability of a teacher to self-determination becomes a significant condition for achieving new requirements set by the standard of educational process at the level of basic general education, strengthening its developmental orientation. It is revealed that professional self-determination is a heterogeneous, dynamic process. This process consists in the realization by a person of the goal and meaning of professional activity, the readiness and ability to perform it independently based on correlating the knowledge, desires, capabilities, experience and requirements for the profession. The connection of self-determination with the processes of self-cognition and self-understanding is analyzed. The role of pedagogical practice in the formation of students’ professional self-determination is revealed. The leading motives of professional self-determination are formulated: the need for a value, reflexive attitude towards the profession being mastered and an awareness of their place in the pedagogical environment. The result of the study is a typology of students based on the formation of the processes of self-determination in the profession. The following groups of students have been identified: those showing signs of productive professional self-determination, those with incomplete self-determination, and students who have become disillusioned with the profession. Some conditions for the development of professional self-determination of students during the period of teaching are substantiated. Among them is the formation of metacognitive skills, which allow completing the unformed structures of the image of the profession.