One of the tasks of the modern educational process is to support students’ selfdetermination in personal, social and professional spheres. The successful implementation of this task depends on the professional skills of teachers and ensures the formation of students' worldview, a strategy for their development and self-realization in accordance with social, moral and ethical norms. However, in practice, the readiness of teachers to complete this task is not sufficient for its successful implementation. This article is an attempt to systematize the historical background for the development of training teachers to support students’ self-determination, to identify the teachers’ functions to support students’ self-determination, to determine the readiness of teachers to support students’ self-determination. The methods of comparative analysis and synthesis of scientific knowledge were used. The results of this study can be used to plan activities to estimate the teachers’ readiness for students’ self-determination support, for programs of additional education and teachers’ advanced training.
Historical development and current state of clinical pharmacology in Russia