The content of the professional activity of a teacher-psychologist requires not only a high level of professional self-awareness, developed reflexivity, but also the ability to design models of their own professional behavior. The article presents the results of a study of the technology of actualization of reflexive design as a resource of personal and professional development in the process of professional training of teachers-psychologists in line with a unified system of personal development approach and a unified concept of professional development of personality.

In the theoretical and empirical study, a complex of resource-prognostic components of the teacher’s personality is identified: reflexive design, constructive coping, emotional and value involvement, which determine the analysis, forecast and actualization of the teacher’s resource capabilities in response to the challenges and risks of the future. It is proved that resource-predictive constructs are the main factors determining the high level of personal and professional development of a teacher as a subject of creating a favorable educational environment for students of the future.