The article deals with the problem of creating conditions for self-development of future teachers in the process of continuous pedagogical practice. The authors see self-development as the highest form of professional and pedagogical activity that can be developed through improving the organization of practical training of future teachers. The article describes the functions of practice, the principles of practice organization, the conditions under which it will be most effective. The conditions of practice organization are divided into basic and second-ary, the basic ones include an individually differentiated approach, involving the development of personality under the influence of social and educational influences while ensuring an active position; taking into account the interests and abilities of each student; increasing the level of self-education and self-development, updating the needs of the individual in knowledge, skills and abilities of pedagogical work; achieving success in pedagogi-cal activity, encouraging personality’s emotionally positive attitude towards it. Secondary conditions include the choice of an object; planning or correct calculation of practice time; logical sequence, complication of assign-ments and activities of students. In order to test the conditions for effective continuous pedagogical practice, we organized experimental work at the Mari State University. The subsequent check was carried out in the process of organizing such a pedagogical practice at Kazan State University. Continuous pedagogical practice was or-ganized as the content basis of the formative experiment. Conditionally, we have identified three stages in con-ducting continuous pedagogical practice: preparatory, basic and final. The article presents the conclusions of the study, which shows that effective education of professional and pedagogical activity is achieved by varying the degree of independence of students in the process of pedagogical practice.