From the point of view of the culturological approach, the teacher, as a bearer of its systems, appears as a mechanism for the reproduction of culture and processes of personality cultural development. The educational level will be more effective, the more it will be integrated and fit into the context of culture. Modern education is as streamlined and verbalized. It has lost its affectivity, emotional charge, until recently was inherent in childhood, and this is causing the existence of an increasing number of professional-competent, but spiritualless individuals. There is another group of reasons that point to the need to strengthen the culturological component of teacher training. They are conditioned by the fact that in the development of the world community in recent decades there has been an increasing priority of the “human, personal” in all spheres of life and education is no exception in this way. In this regard, it is a question of changing rationalism to the paradigm of cultural identity and cultural creation in education. According to the above, the cultural element of pedagogical education at the present stage means the change of priority directions, where the center of mutual influence is the personality of the future teacher, the level of his culture, professionalism, and the knowledge, skills, abilities, which he possesses, should leave the educational plane, is understand as an end in itself and be transformed into means of his professional growth, self-actualization, self-improvement and formation, as an active subject in educational and sociocultural activity. Thuse, cultural training provides for the formation of not just a teacher subject, but a specialist of a qualitatively new type – a teacher-culture study, teacher-researcher, who is able, using cultural-historical tools, in conjunction with the personal potential, to implement the acquired knowledge at a high professional level, to carry out pedagogical creativity and ensure the harmonious development and self-development of the personality of the younger schoolchild taking into account his individual abilities and potential abilities, which will enable the conceptual transition of the education system from a school of reproductive learning and memorization to a school of cultural development, thinking and action. So we note that the concept of cultural training of the future primary school teacher is unfolding in the direction of constructive and global changes that are relevant of all post-industrial society.