The article considers the problem of evaluation and development of the professional orientation of future teachers. The problem becomes especially urgent in the conditions of reforming pedagogical education and, connected with it, necessity to increase the focus of future teachers on pedagogical activity. At the same time, statistics show a low level of professional orientation. Based on the analysis of the main approaches, the focus is viewed as an integrative quality of the individual, manifested as a selectively positive attitude of future teachers to professional activity; as a system of ideas about the profession; as a readiness for pedagogical activity. Evaluation of the current level of professional orientation of pedagogical direction students (bachelor degree) involves the analysis and description of the structure and content of this phenomenon. In this regard, the article considers the components of professional orientation, which have become a substantial basis for the development of diagnostic tools. The results of the diagnostic survey make it possible to state that, in general, the professional orientation of future teachers is at a low level of development. At the same time, the component "attitude to pedagogical activity" is the most developed within a low level, the component "readiness for pedagogical activity" is least developed, at the middle level is the component of the "concept of pedagogical activity". The results of the research allow us to talk about the need to organize pedagogical support for the development of the professional orientation of future teachers. Pedagogical support is considered as an assistance to the personality of the future teacher in building constructive and productive relations with the educational environment of the university. As one of the bases for the development of a maintenance model, the article suggests the stages of interaction between a student's personality and the educational environment: adaptation, active interaction, productive interaction. Relative to each stage, the indicative content of pedagogical support and the ideal "product" of such interaction are indicated. In General, the results of the research allow to develop a model for pedagogical support of professional orientation of future teachers.

Keywords: professional orientation, components of professional orientation, criteria and levels of professional orientation, pedagogical support for the development of the professional orientation of future teachers.