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Abstract: The article presents the results of sociological research of the work of secondary school teachers who do not have psychological and pedagogical education. The analysis of the sociological research data shows that 84.1% of teachers (the respondents) having no psychological and pedagogical education are of working age. Among them, 24.6% of teachers belong to the age group of up to 35 years. This leads to the problems and difficulties of modernization of vocational education. The main trends of secondary vocational education development for the next five years are updating of vocational education content, implementation of the federal government standards, professional standards, modern methods and educational technologies in the system of secondary vocational education. All these tasks cannot be fulfilled without a serious pedagogical training. To meet the challenges of modern pedagogical tasks life experience and general knowledge are not enough. Lack of professional knowledge causes latent risks in the educational space of the secondary vocational education, makes it difficult to achieve synchronization with the formation of the processes of modernization. However, professional retraining, aimed at obtaining a new teaching profession, is not chosen by all teachers as a priority. This may prove lack of professional mobility, unpreparedness for the rapid change of activities and transition from mono-professionalism to polyprofessionalism that is especially important today. But even in the face of these contradictions and difficulties, the system of vocational education shows a high degree of resilience. However, the practice of constant "struggle with difficulties" has its limits, and generally leads to the depletion of resources, the most important of which is human capital resource.