The article reveals the essence of the self-realization processes of teacher and student personality, studied and theoretically justified pedagogical conditions for creative self-realization of teachers and students. It is no accident that in recent years in teaching science, a new paradigm of education and training, aimed at creating socio-pedagogical and psychological conditions contribute to intense self-realization of a personality. Gradually, the main purpose is educational efforts as full disclosure of the individual capacities and abilities, her/his creativity, which would be based primarily on own strength, own mind and will in a changing reality. The concept of self-realization essentially transforms our understanding of the driving forces and mechanisms of developmental processes of man, the younger the individual support system, finally, the very purpose of education and educational efforts of society and schools. At present understanding of the nature of self, its contents and characteristics relevant criterion isn’t studied enough. A necessary component and an important mechanism for the technology of self-realization of scientific and creative potential of students and teachers are their competent creative relationship at different levels - humanistic communication, formulating and solving problematic issues of long and deep dive into the creative process, reflective activities. Along with the purposeful influence at prospective teachers in the process of vocational education a subjective context of conscious self-improvement as prospective professional, embracing both the adaptation of its individually unique features and capabilities according to the requirements of the teaching profession, and the organization of prospective teacher preparedness for the regular improvement of pedagogical qualification and a continuous development of social, moral personality traits is essential. Professional and pedagogical teaching values is a complex of different types of professional values, which under favorable conditions successfully carry out professional activities. A variety of vocational teacher pedagogical values are the following: information, communication, humanistic, prognostic, diagnostic, analytical and evaluation, research. The selected types of vocational teacher pedagogical values are interrelated and influence each other, but do not lose their own nature.