The article is devoted to the coverage of the conceptual principles of construction and development of higher pedagogical educational institutions of Ukraine in the early twentieth century. It was during this period that pedagogical education was built both on the actual Ukrainian pedagogical traditions and on Western technocraticpragmatic conceptual views on the orientation of the pedagogical system. The author proves that in the 1920s the concept of pedagogical education was reflected in a new model of the educational system, types of educational institutions that trained teachers, continuity of training, creation of profile verticals, new forms, methods and means of teaching, revival of pedagogical practice and internships. The article considers and analyzes three stages of formation of higher pedagogical institutions in Ukraine in the early twentieth century: the first stage involved strict centralized management of higher education institutions, excessive interference of party structures. The second stage was marked by the efforts of the leadership to make concessions to teachers, professors, students, involving them in direct participation in the work of the new governing bodies of higher education. The third stage was characterized by an attempt to return to administrative and centralized management methods. The article finds out that in the period under study, instead of university councils and faculties, purely statistical and amorphous general meetings, faculty commissions appear, and the administrative power of the rector and deans is maximally strengthened. The article traces the process of branching out the internal structure of pedagogical educational institutions, when departments of social education, vocational education, political education, correspondence education, pedological faculties and teacher training departments for national minority schools were formed. Key words: higher education, teacher education, institute of education, model of education, labor school.