The article formulates the basic principles of forming the subjectivity of the future teacher in the Ukrainian educational field, which is in a transitional stage between modernist and postmodernist paradigms. Based on the analysis of secondary data (world neuro pedagogical and Ukrainian methodological experience) the directions of optimization of the educational space of Ukraine with the aim of deepening its subjective orientation are formulated. The international significance of the article lies in the possibility of using the achievements in reforming the educational policy and educational process of developing countries and having strong residual traditions of postcolonial consciousness. Subjectivity has been shown to havea natural biosocial basis as one of the main goals of education. The main stages of formation of the subjectivity of the future teacher in the conditions of reforming of higher education are outlined. It is argued that in the process of conscious and motivated educational activity of a student in the higher educational institutions of Ukraine there is ontogenetic environment, the main manifestations of which are social and professional subjectivity. This is the result of the actual formation and development of its subjectivity in the following areas: the subject of educational activity; the subject of educational quasi-professional activity; the subject of his own mental activity; the subject of pedagogical activity in primary school.