The instability of the national educational policy, increased competition in current labor market shows the relevance of self professional competence of teachers, developing the ability to implement its own creative potential. Activation of professional self-development and growth of the teaching staff, increasing their creative activity is a leading task of teaching services at the school and district / local levels, and the main purpose of graduate teacher education. In the submitted article the peculiarities of research and methodological support of the process of professional self-development of the teachers in the system of postgraduate education are described. The experience of the School of the pedagogical skills of IT teachers is given. The purpose of this methodological team is to promote professional competence of teachers and to intensify creative and intellectual potential of the individual. The peculiarities of a phased implementation of the process of self-development of the teachers by means of developing by each of them individual educational and professional route in terms of the full-time and distance work are described. It also shows the experimental diagnostic survey to identify the level of formation of teachers’ skills to self-education. Analysis of the results allowed choosing a more individualized approach to program development work with various dynamic groups. Methods and forms of work with teachers who contributed to the development of each individual teacher education and professional route of professional self-development are also given in details. We understand individual teacher education and professional path of professional self-development with participation in the School of the pedagogical skills as a design plan for their own actions with the production and setting professional tasks the solution of which should be directed at achieving the expected result defined and described by the teacher; selection of optimal methods and means of achieving the objectives. Further research will be directed at the study of the peculiarities of attracting teachers to reflective activity, as well as tracking the impact of scientific and methodological support of professional identity of teachers on the effectiveness of their professional activity.