Introduction. In the last two decades educational theory developed a deep research re-lated to the problems of professional development and professional and personal formation of higher school lecturer. Under the career dynamics of professional status of the higher school lecturer (HSL) recorded and recognized by the society is understood, due to the growth of his professional competence, formed skills of self-determination and self-presentation, design and implementation of social trails. The methodology of the study. In the articles of foreign re-searchers the term “career” is firmly rooted several decades ago, whereas in domestic scientific psychological and pedagogical literature, the term appeared only in the early nineties of the twentieth century. Foreign researchers of professional career prefer to give the most extended interpretation of the career, defining it as the way of life of a man associated with his work which is divided into certain intervals. In domestic psychological and pedagogical literature career in a broad sense is defined as the general sequence of stages of human development in key areas of life (family, work, leisure). The results of the study. In this study the contents of career forming education can be structured in several educational units that provide a mean-ingful comprehensive support for the career development of the individual. Consideration. Based on the analysis of psychological and pedagogical literature the authors of this article formulated the prerequisites for effective professional development of higher school lecturers. Conclusion. Meaningful basis for the development of a normative model of HSL career de-velopment were the following prerequisites of HSL career development: the inclusion of voca-tional and educational activities as a dominant in the structure of values, personal priorities and life expectations of the individual; the creative restlessness of the lecturer; innovative readiness of the lecturer.

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