The article is devoted to the analysis of theoretical provisions of psychological and pedagogical studies of the rational solution of the organization of technological architecture, oriented towards a new type of scientific thinking, which is certainly reflected in the professional characteristics of the formation of the personality of the teacher. The professional development of a teacher is a long-term, almost endless process, with different goals and has different content at different stages of pedagogical activity. The purpose of this study is to examine the communicative and value indicators of professional development and professional training of future teachers, to model the technological architecture of professional and personal development in the chosen teaching profession. Research methods: the assessment of the quality of teaching was determined by the assessment of "communicative skills", "cultural and value orientations", and emotional anxiety. The study was conducted based on a sample (N = 36) of 2nd year master's students and faculty. Taylor's emotional anxiety indicators demonstrate significant structural differences between the control and experimental groups. 53% of respondents - future teachers experience psychoemotional stress in the current training format, while less than 15% of the experimental sample of respondents have similar feelings.