The methodological foundations of personal and professional development of future teachers, involving the formation of their personal and professional maturity in the unity of individual and social entity through the accumulation of subjective experience of professional pedagogical activity in pedagogical University's educational environment are presented in the investigation. Conceptual approaches to the justification of conceptual-categorical apparatus of future teachers' personal-professional development are developed in the investigation. Conceptual-integrative rationale the nature, structure and characteristics of future teachers personal and professional development in higher pedagogical educational institutions are implemented. The key concept's essence and structure of the phenomena " future teachers personal and professional development" (the process and the state of readiness of the individual to the professional pedagogical activity resulting in optimum levels of personal and professional maturity) is defined; "personal and professional maturity of the teacher" (future teachers' willingness to the profession that is formed by the complex of personal and professional development components, civic, and professional life, social, spiritual, psychological, motivational maturity and self identity). Psychological and pedagogical foundations of future teachers' personal and professional development are distinguished by the author and this process is understood as a multi-phenomenon, it is the establishment of the components which are based on the differentiation of methodological approaches that are most effective and efficient in the range of their productive use in the development of the components of future teachers' personal and professional development. It is proved that the efficacy of personal and professional development can be achieved only by using the complex methodological approaches to the maturity of the individual, which showed its effectiveness within a certain coordinated strategy for achieving specific tasks personal and professional development. Based on the analysis of domestic and international experience personal and professional development of future teachers how to set two dominant influence on personality: the recognition of the priority of specific, individual personality traits of generalized social order of society and common priority social requirements of a variety of approaches oriented personality orientation training. Detected components of personal and professional development of future teachers, include: civil maturity (sense of civic duty, patriotism, publicity directed activity, interest in social and political life and participation in the community, national and planetary consciousness); vital professional maturity (age of maturity, professional orientation, creativity and initiative in solving situations, high level implementation of life events); spiritual maturity (proximity, contact, need to communicate, care and respect for others, teamwork, openness and goodwill in relation to people, tolerance and tolerance, empathy and depth of experience, harmony with the environment, understanding the meaning of life, the need for spiritual intimacy with other); Social maturity (collectivist morality, responsibility, demanding of themselves, humanistic morality, spiritual morality); psychological maturity (positive thinking, emotions, goal-setting, mental autonomy, efficiency advantage over emotional sanity and emotional balance, synergetic and autonomy, have their own philosophy of life); motivational maturity (persistent persuasion and harassment, satisfaction with their personal qualities, confidence in their abilities, leadership); formation of the individual self (self-acceptance, self, self, self, self, self-regulation, self-improvement, adequate self-esteem, assertiveness). The model of future teachers' personal and professional development in the conditions of higher educational institutions is designed and it includes: the goal - phased future teachers personal and professional development; methodological approaches to the maturity of the individual (psychodynamic, analytical, socio-cultural, disposition, behavioral, cognitive, humanistic, phenomenological, psychological and social); stages (adaptation, personalization and integration); areas (principles mature professional educational activities, skill level, personality-segment areas professional capacity) and educational technology personal and professional development (adaptation to the educational and professional activities; individualization and its fixation in education and careers; integration of teachers to education- professional space); components, criteria and indicators of personal and professional development and expected result (professionally mature individual style of the teacher). The system of educational technology of future teachers' personal and professional development, which includes adaptation subsystem technologies that ensure mastery of effective teaching and professional standards and master the techniques and methods of educational and professional activities is proposed by the investigator. The second subsystem technology is individualization, activating search for future teachers' means and ways of expressing their individuality and its fixation in teaching and professional activities. The third subsystem is the technology integration that promotes acceptance (or rejection) educational space, which is training, individual expressions of future teachers. Experimental verification of the effectiveness of simulated three-stage methodology of future teachers' personal and professional development, which allowed to reveal steady growth in the levels of future teachers personal and professional development, maturity in experimental groups were checked and proved in the investigation.
