Value orientations in the structure of the future teacher's professional personality

   The article is devoted to the study of the dynamics of value orientations as a system-forming component of the professional personality of a future teacher.

   The relevance of the work is determined by the need for teachers to develop not only professional competencies, but also a mature, morally oriented personal position in the context of the transformation of higher education.

   The purpose of the study is to identify and compare the features of the value profiles of students of the pedagogical field in the first and second years of study.

   The methodological basis is a synthesis of theoretical approaches, including activity-based (A.N. Leontiev), subject-activity-based (S.L. Rubinstein), dispositional (V.A. Yadov), as well as modern concepts of professional and pedagogical values (N.A. Astashova, D.A. Leontiev). The empirical part was implemented using the adapted methodology of Sh. The sample included 150 respondents. For data processing, the SPSS 23.0 statistical package was used with the construction of conjugacy tables to identify percentage distributions and significant differences between courses. The results revealed a statistically significant positive trend. Sophomores have increased values of independence, achievement, and openness to new experiences, which indicates an increase in personal autonomy and professional identification. At the same time, the expression of altruistic and social orientations (tolerance, empathy) remains and increases, which indicates the integration of individual ambitions with social responsibility, rather than their contradiction.

   The theoretical significance of the work lies in the systematization of scientific views on the structure and functions of a teacher’s value orientations and empirical confirmation of their dynamics at the early stages of professional development.

   The practical value consists in developing recommendations on psychological and pedagogical support for students, including personal growth trainings, discussion clubs and tutor support aimed at value-semantic reflection and the formation of a harmonious professional profile.

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