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The issue of a university teacher’s professional career is considered. The relevance of the study is determined by the fact that the chosen subject is actively developed by supporters of the personality-activity theory, which underlies the design of the educational process in the substantive and methodological aspects. The notion of “career-forming education” (CFE) is interpreted as a non-situational amount of knowledge, applied skills and cognitive scenarios aimed at achieving high results in the profession (recognition within the community, well-paid and socially significant positions) and receiving positive emotions from the work. We understand the system of career growth as a subsystem that is a part of professional education. When studying this system, the authors of the article used the concept of Russian professional education proposed. According to this concept, there are four main ideas: the humanization of education, its democratization and an emphasis on continuity and being ahead of the time. The novelty of the study and its theoretical and practical significance consists in defining three conditions favouring the university teacher’s career growth: the integration of pedagogical work into the system of life meanings and the value hierarchy of the person as their most important component; constant creative search with a critical attitude to one’s professional level; the teacher’s readiness to implement innovative activities. Conditions for the university teacher’s professional development are the following: integration of pedagogical work into the system of life meanings; constant creative search; readiness for the implementation of innovative activities.