The model of  pedagogical support presented in  the article is  the result of  the first, theoretical, stage of research which is aimed at studying the specifics of the formation of professional identity among future teachers of vocational education.

Introduction. In modern conditions, a person can change their profession multiple times, building various career paths, ensured by a flexible system of additional education and opportunities for project-based learning and its further professional implementation. The change from a  mono-professional to  a poly-professional approach to  building a  career path determines the need to revise and clarify the content of professionalisation. 

Aim: to study the characteristics of the formation of professional identity of specialists during the change of profession. 

Methods. The study used the following methods: qualitative theoretical analysis, comparison, classification, and survey method. The study involved 113 respondents comprised of students taking programmes of 44.03.04 Vocational training (by branches). 

Results. When changing career paths, specialists, influenced by the result of identification with the previous profession, are still oriented towards the same values, subject, and type of professional activity learned during the previous cycle of professional self-determination. Professional experience in any related field allows for a quicker identification process, that is, when choosing a profession again, the formation of professional identity occurs at an accelerated pace. 

Scientific novelty. The study clarified the characteristics of professional identity in the process of changing career paths. 

Practical significance. The results of the conducted research can be used to optimise the process of training students receiving second vocational training, as well as in the development of retraining programmes.