Abstract
The content of the article is based on solving the problem of forming the growth mindset of future teachers. Such thinking, on the one hand, stimulates the processes and activities of continuous professional development, on the other hand, it is suppressed by the fixed rules of the traditional educational system. The expediency of studying the problem is related to the development of the agency of future teachers, their meta-knowledge, metaskills and meta-competencies necessary for the confident promotion of educational initiatives in the education system for a complex society. The purpose of the article is to consider the resources of pedagogical influence on students' thinking in the nonlinear educational process, which actualize their attitudes about the plasticity of thinking in the direction of expanding the boundaries of educational and cognitive activity, its integration with the activities of continuous professional development. The leading research method was the experimental approbation of growth thinking resources in the educational process. According to the results of the study, it was found that modern students are predisposed to the synthesis of fixed thinking and growth thinking, which is caused by the fundamental variability of the environment. At the same time, purposeful and consistent influence can transform students' growth thinking into a subjective style of activity in working on themselves, their personal and professional development. The theoretical significance of the results is related to the substantiation of growth thinking as a condition and factor of continuous professional development of future teachers. The practical significance is aimed at improving the effectiveness of vocational and pedagogical education through the management of students in the processes of self-education, self-regulation and self-development.