Розкрито аспекти формування професійно-ціннісних орієнтацій майбутніх педагогів; ціннісні орієнтації педагога як систему особистісно усвідомлених гуманістичних цінностей, що є орієнтирами його соціальної та професійної активності, визначаючи життєву позицію; окреслено проблему формування стійких професійних орієнтацій у процесі професійної підготовки майбутніх педагогів; розкрито поняття "професійно-ціннісні орієнтації". Охарактеризовано зміст професійно-ціннісних орієнтацій педагога: цінності-цілі; цінності-знання; цінності-вміння; цінності-якості; педагогічні умови, необхідність застосування яких у певній послідовності стимулюватиме процес формування ціннісних орієнтацій майбутніх педагогів.
The article reveals aspects of the formation of professional value orientations of future teachers; value orientations of the teacher as a system of personally realized humanistic values, which serve as guidelines for his social and professional activity, determining his life position; the problem of forming sustainable professional orientations in the process of professional training of future teachers is outlined; the concept of "professional and value orientations".
Theoretical approaches (axiological, personal-activity and reflexive) solving the probl&em of formation of professional and value orientations of future teachers in the process of their professional training in a higher education institution are considered; and the mechanisms of formation of professional value orientations through the i&mplementation of three interrelated stages: 1) informing ? search ? evaluation; 2) dynamism ? choice ? assignment; 3) design ? projection.
The teacher"s professional and value orientations are outlined as the most important elements of successful pr&ofessional activity: they stimulate professional and personal development, activating the internal mechanisms of the individual (needs, interests, motives, attitudes, attitudes); play a strategic role in behavior and activity, determine directions of& professional activity; adjust the student"s activity with the help of assessments, orientations and attitudes, ensuring the relationship of personal and subject aspects of activity based on personal orientation.
The content of the teacher"s profess&ional value orientations is characterized: values-goals (goals of professional activity: mastering the profession of a teacher, forming the image of "I" as a teacher, "I" as a professional); values-knowledge (orientation on the assimilation of profes&sional and pedagogical knowledge: general, special, pedagogical, methodical); values-skills (focus on mastering prognostic, analytical, communicative and organizational skills); values-qualities (orientation on the development of personal (characteri&stic) and professional and pedagogical qualities).
Pedagogical conditions, formation of value orientations by future teachers are singled out: 1) organization and stimulation of reflexive activity of students to focus on professional values; 2) deve&lopment and implementation in the process of teaching social and humanitarian disciplines of a special course of knowledge that informs about professional values and is based on the basic concepts of pedagogical science; 3) use of dialogue technologi&es during the formation of value orientations.
