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Abstract: The article describes approaches to pedagogical genesis of a teacher according to the current trend of the Russian system of education development called “lifelong learning” which replaced the concept of “education for life”. These approaches include short-term advanced training, professional retraining, and construction of professional self-development trajectory by the teacher. The latter often causes problems as the teacher suffers from lack of information, low level of the necessary competences that might be fruitful for professional development. That is why we promote the idea of support of such teachers during their professional development and self-perfection. Support, in this case, is a special type of cooperation between those involved in education, which is the necessary condition for professional development of a teacher and the important factor of quality of work improvement and motivation for further professional development. A well-planned support of professional development of a teacher should, on the one hand, take into account social goals of education system modernization, and on the other hand – the needs and the motives of a teacher, which result in perfection of not only professional skills of a teacher, but also in understanding their role and place in the society and opportunities in career. Thus, it is important that support of professional development of a teacher be accompanied by the changes in the views of the supporter and the supported one. It could be achieved if the supporter delegates the tasks to the supported one. The teacher under support should carry out different activities and their proportion in the whole work with the supporter should be larger, in this case the support program will be efficient. Such kind of support requires the change of the personal view of the teacher under support together with professional competence formation, which is important both for individual program of development and for the educational practice modernization in general.