The paper features the idea of personalized development in modern continuous education. The quality of professional education is determined by how well the culture of one’s independent work and one’s concept of professionalism have been shaped. Professionalism is determined by one’s motives for personal actions and the productivity of the relations. Pedagogical conditions for optimizing the quality of professional continuous education are predetermined by the function of self-preservation and self-organization of the anthroposphere and the noosphere. The importance of the preservation of these two spheres is highlighted by modern science and culture. Culture can be defined as a mechanism for the acme-verification of individual and social development and viability. In this aspect, it can determine the phenomenon of «culture of professionalism,» whose description and study will then depend on various scientific models. The micro-, mesoand macro-objects of these models reveal specific features according to the given conditions and methods of visualization of scientific search products. The task in hand is that of personal development, visualized in the constructs of professionalism, productivity and competitiveness. The specificity of how the task should be identified and solved is supported by examples that determine the level model of personality development from the position of personification and humanism. Professionalism in such a system of determinants is defined as the level of personal development in the system of continuous education, determined by the standards of education and professional-labor relations.
technology of system-pedagogical modeling, pedagogy, professionalism, personification, culture of self-dependent living activities culture personality, pedagogical modeling, pedagogical methodology