Abstract
The article deals with the question of the essence of the concept of "professionalism of a university teacher", its main components, and stages of development. The modernization of the professional training of future teachers is associated with the integration of Kazakhstan into the world community, which implies an orientation towards pan-European recommendationson the quality of education. In the work, the author analyzes the regulatory and legal documentation relating to the activities of professional training of teachers and psychological and pedagogical research of foreign and Kazakh researchers in the field of problems of developing the professionalism of a university teacher.The training of teaching staff is carried out in the conditions of higher and postgraduate education, which must adhere primarily to the concept of continuity and systemic education. The analysis of the level of readiness of young teachers of higher education suggests that teachers in their teaching activities have certain difficulties in working with students and in carrying out research activities. As a rule, young teachers, carrying out their own activities, mainly adhere to copying the activities of their older colleagues, intuition, which at the present stage cannot be acceptable. The solution to this problem can be found in the systemic support for the development of pedagogical professionalism of scientific and pedagogical personnel at the stage of training in the magistracy and in the introduction of support system activities of young teachers. In the work, the author proposes a system for supporting the activities of young teachers, which was tested on the basis of the Institute of Pedagogy and Psychology of the Kazakh National Women's Pedagogical University.