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Abstract: The article discusses the questions of development and self-development of a person in different historical periods. Special attention is paid to the essence of the concept «creative self-development» from the standpoint of the personality-oriented educational paradigm. In identifying the essence of the mechanisms of creative self-development of personality, the authors refer to the concept of self-actualization and self-realization developed in the works of A. Maslow and K. Rogers. The authors analyze the basic aims of the teacher-facilitator, consider the features of implementation of facilitation of the learning model, the theoretical backgrounds of the emergence and development of the pedagogy of cooperation in the system of national education. Within the personcentered approach the role of the teacher is that of a facilitator of the teaching process, the person who creates favourable conditions for independent and meaningful exercises, activating and stimulating curiosity and cognitive motives of students, their group training activities that support the manifestation of tendencies to cooperate. The study focuses on the fact that in order to enhance creative self-development of personality of a student in terms of student-centered learning, it is necessary to implement a facilitative interaction of the teacher and learner as equal participants in the educational process, where prevails subject-subject nature of interpersonal relations.