This article is devoted to the investigation of the role, which the systemic reflection plays in the organization, initiation and direction of the process of professional becoming. Reflection is considered as the most important regulative component of personality, which opens to the human the possibility of self-regulation and self-management that allows him to be an active subject of professional becoming. We distinguish three types of reflexive processes, which support the subjective orientation of the process of professionalization and open to the specialists the opportunity to “problematize themselves”. “Problematization of oneself ” on the basis of personal preferences and meanings, which are extracted from the direct experience of prior psychotechnical work, orients the specialists regarding the future steps of professionalization. We discuss the psychotechnical tools, which open the possibility of reflection for working out significant aspects of professionalism. We give self-reports of students who analyzed their professional possibilities by the proposed psychotechnical means.

The article discusses the main ideas and provisions of the phenomenological-hermeneutic approach to professional development as opposed objectivism psycho-diagnostic methods (tests) and formative approaches. The principle of subjectivity/authorship and moral relationship to ongoing activities are introduces. Available psycho-technics guides and supports the efforts of the “adept” (people who chose the field of their future professional activity) on personal relation to the objectives and the course of his professional development.

Tasks of the study: 1) Analysis of dynamics of subjects’ professional making (SPM) as evolutions in the aspects of professional development, professional destructions and professional burning out. 2) Isolation of intra-subject resources and extra-subject, combined with the dynamics SPM. Hypotheses: 1) Professional destructions and professional burning out are more expressed in teachers, than in other representatives of socionomic professions (educators). 2) Scarcities in the updating of intra- and extra-subject resources come out as the determinants of destructions and burning out. 3) Destructive processes in subjects grow from 35—45 years. 4) The initial phases of destructions and burning out are reflected adequately. Sample: 1) the teacher of secondary schools — 51 women at the age from 28 to 65 years (M=46.2; SD=8.6), with the length of employment from 7 to 42 years (M=23.9; SD=9.1); 2) the educators of children’s pre-school establishments — 34 women at the age from 26 to 65 years (M=46.4; SD=10.4), with the length of employment from 2 to 43 years (M=24.1; SD=10.3). Method is quasi-measurement. Basic conclusions: The dynamics SPM of teachers can be characterized as non-optimal; the using of resources — limited, fragmentary, partial; the dynamics SPM of educators — optimum; the use of resources, their mismatch with PSS are combined the increase of destructive processes from 35—45 years and with strengthening on the boundary of 55 years; with molding of professional outsider, or type of specialists, who support professionalism with the price of psychophysiological overvoltage. Teachers are more subjected to professional destructions and professional burning out, than educators. The first stages of burning out and destructions are reflected adequately by them.

A cross-cultural study of the motivation of becoming a psychologist among freshmen at MSU and MSU’s branch in Baku is described in the article. It is shown that the formation of this motivation depends on social and cultural settings in which the choice of this profession occurs. In accordance with particular differences between the two groups of the subjects, some recommendations for the maintenance of professional growth are suggested.