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Abstract: Under the current conditions of uncertainty, the discrepancy between the students ’need for professional self-determination and the sufficiently unrealized special content of accompaniment, which activates the subjective involvement of students in the process of self-determination through the development of the ability to meaningful professional development, is being updated. The research problem is the need to find ways to support professional self-determination of student teachers of junior undergraduate students studying according to the model of individual educational paths. The purpose of the article is to describe the results of experimental work on testing a model for supporting professional self-determination of student teachers. The principles of the author’s concept of semantic mechanisms of professional self-determination, according to which accompaniment should create the conditions for meaningful design of professional development, support for the implementation of the plan and reflection of the learned experience of pedagogical activity, are taken as a methodological basis. The effectiveness of accompaniment was assessed through the formation of professional identity (A. A. Ozerina’s technique) and the dynamics of professional self-esteem (semantic differential). The characteristic differences in the dynamics of professional identity and professional self-esteem of students of three experimental groups, differing in technologies for supporting professional self-determination, are revealed. It has been established that accompaniment aimed at the meaningful design of professional development and reflection on the experience of mastered pedagogical activity contributes to the professional identification of students. Students included in the holistic process of accompaniment demonstrated the positive dynamics of professional self-esteem as one of the aspects of professional self-identification. The study revealed ways to implement semantic mechanisms of professional self-determination using social networks and modern project management technologies based on the Trello platform. The results of the study can be used in conditions of university training of teachers.