Abstract
Seeing the status and professional development of teachers, principals and other pedagogical specialists has been the focus of the pedagogical academic community in university environments for four years now. Answers to the questions are still being sought in the various pedagogical faculties: How should teachers in the PNUP specialty prepare to be teachers, so that their professional competences are built with a high quality of professionalization? How should educators evaluate future teachers in this process of university education? How does the quality of teacher preparation relate to institutional interaction and the quality of education? An answer to these questions in the present exposition is sought in the proof of the thesis that teachers become professionals when the subjects in the process of interaction that they manage are a starting point in the direction of their professional activities.
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