The relevance of the problem discussed in this article is determined by the existing contradiction between the humanistic orientation of the competent educational paradigm, which determines the personal-oriented organization of the educational process of the military-technical university and the dominance of the technocratic approach, due to its closed nature of military education as well as its profile orientation of the military-technical university. On this basis, this article identifies the place and role of modern educational technologies in the development of personal and professional reflection of military-technical university adjuncts in the process of their psycho-pedagogical training as teachers-researchers. The leading method was the method of studying and summarizing the author’s pedagogical experience. The article justifies the essential and phenomenological orientation of the self-development technology of the person, dialogue and interactive technologies in the process of teaching psycho-pedagogical disciplines in the educational practice of adjuncts. The essential focus, in general, is characterized by the development of personal and professional reflection of adjuncts of the military-technical university as a mechanism of their self-development, self-education, self-realization, both in the educational process, and in research, service and social activities. Phenomenological focus is reflected by specific psycho-pedagogical disciplines («Psychology and pedagogy of higher school», «Methodology and techniques of vocational-oriented teaching») along with the implementation of dedicated technologies.

self-development technology, dialog technology, interactive technology, psychological and pedagogical training of adjuncts as research teachers, reflection, personal and professional development