The purpose of the study: analysis of theoretical and methodological foundations and development of practical ways to solve the problem of developing professional mobility of future teachers-psychologists.

Research methods: analysis and generalization of scientific and practical works on the topic, empirical methods, experiment.

This article discusses the need for specialists with developed professional mobility, able to optimally and quickly respond to changes in the education system of Kazakhstan. In this regard, the authors draw attention to the fact that the issue of the lack of connection between theoretical training and experience in the development of professional mobility of future specialists in higher education still remains unresolved.

In connection with the research problem, a survey of students was conducted, as a result of which the initial levels of understanding of the concept of "professional mobility" were determined. Through a systematic approach, the authors make a contextual analysis of the views of various scientists in the field of "mobility", "professional mobility" and its main qualities and draw scientific conclusions. They also define professional mobility as a professional and personal quality that combines personal (value-semantic) and professional qualities (competencies), such as professional knowledge, professional competence, creativity, variability, adaptability and activity.

The article presents the results of a survey of students of the specialty "Pedagogy and Psychology" of the Kazakh National Pedagogical University named after Abai.