The article raises the problem of personality developing technologies in the training of future specialists in the fieldt of architecture and construction, reveals the essence of the development of the student’s professional and personal potential in the process of studying at a university. The implementation of this complex pedagogical problem is possible in the process of applying innovative educational technologies based on internally motivated activities. The basic methodological approaches in the paradigm of personality-oriented professional education are revealed. As the authors note, in relation to the personality-oriented paradigm of professional education, the following approaches are considered personal, individual, cultural, axiological, activity-based, competence-based and contextual. The article analyzes the educational systems used today, identifies their advantages and disadvantages. The features of the teacher’s activities when using personality-developing technologies in the process of professional training of future architectural and construction specialists are determined. Also, the conditions for providing personal-centered learning in vocational education are defined in the article.