The significance of the problem is connected with the debates on the need of a personality’s educating in the process of quality professional teacher training, and the real state of formation of responsible attitude to the pedagogical profession in graduates. Proceeding from the analysis of scientific resources and empiric material, the article distinguishes and characterizes mental and physical factors (psychological and pedagogical factors of obstruction (obstacles) and factors of promotion (conditions) of responsible attitude to the future profession in students of higher pedagogical establishments. The authorial complex of mental and physical factors diagnosing the given quality formation (survey, polls, discussion, testing based on the series of authorial questionnaires, survey and tests; pedagogical experiment) was designed and applied. The authors distinguished mental and physical obstacles of responsible attitude to the profession in student teachers: the fear to make a right and appropriate decision in professional educative situations; the lack of stimulation and motivation of important social results of work made by school authority and the state; non-appropriate formation of the responsible attitude to the profession in the process of vocational training etc. The negative level of the operative and activity-based formation component of the demonstration of responsible feeling to the future teacher profession was determined. It may be resulted in incorrect solutions made by students in pedagogical situations. Self-estimation of the formation level of the quality searched was also been appointed. High students’ self-estimation level of the formation of responsibility to their profession was stated. It is the significant difference in self-estimation and teachers’ estimation (by the mentors and instructors of school practice) of formation level of the quality indicated that is determined. The authors accentuated and experimentally tested psychological and pedagogical terms for the formation of responsible attitude to the future profession in students of higher pedagogical establishments: the necessity of interest stimulating to important social results of work, self-education and self-realization; provision of complete information on the list and compliance of position requirements of a teacher; teaching with plan and organization techniques of one’s work and mobile, and appropriate decision-making in educative pedagogical situations in order to avoid fear to act and receive results (actions proceeding from regulatory and legal awareness according to the scheme: ‘situation → decision-making in accordance with the current legislation → result’). It was stated that the responsibility is formed in the process of educative / educational tasks and commission completion that are professionally oriented at curricular and extracurricular time. Educational and educative tasks and commission are to be formed as complex educative pedagogical situations and solved by future teachers. The results of control diagnosing have appeared to be profound: students’ self-estimation is adequate if their practical acts are constantly controlled, corrected and estimated by the teachers. The educating of a responsible attitude to the profession is understood as a goal-oriented process that is connected with the formation of professional competency and belief of the correct profession choice (professional identity). The materials of the article are of practical value for the experts in teacher training of a competent worker.

formation of responsible attitude to the future profession; feeling of responsibility; educative process; students of higher pedagogical institutions; psychological and pedagogical factors; educative pedagogical situation; educational assignment.