DOI: 
http://dx.doi.org/10.15293/1813-4718.2603.01
UDC: 
37.01
Khodyrev Aleksandr Mikhailovich
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., first vice-rector, Yaroslavl State Pedagogical University K. D. Ushinsky, a.khodyrev@yspu.org, Yaroslavl

The Problem of Developing Value-Semantic Orientations of Future Teachers’ Professional and Personal Development

Abstract: 
Introduction. The problem of value-semantic training of future teachers becomes especially acute in the context of state and societal requirements for transmitting traditional Russian values. Teachers’ readiness for this activity is determined primarily by the state of their own value-semantic sphere. The purpose of the article is to theoretically substantiate the essence, features and functions of value-semantic orientations in the professional and personal development of future teachers and, based on empirical data, to identify patterns and principles of their development. Methodology and research methods. The research is based on integrative, systemic and personality-activity approaches. Theoretical analysis includes a review of philosophical, psychological and pedagogical literature. The empirical part was carried out using the author’s methodology for determining the characteristics of the development of value-semantic orientations in the professional and personal development of future teachers. The sample consisted of 924 respondents (students, university lecturers, school teachers) from 18 regions of the Russian Federation. Research results. The article identifies and substantively reveals the main features of value-semantic orientations – integrativity, awareness, stability, dynamism, regulatory function, projectivity, social determinacy and individuality, practical embodiment – and shows how they are implemented in functions. Based on empirical data, five generalized patterns of development of value-semantic orientations among pedagogical university students are identified and characterized (structural hierarchy, selectivity of profession choice, nonlinear dynamics, dependence on practical embodiment, mediation by a reference group). A system of principles for the development of value-semantic orientations is formulated and substantiated. Conclusion. The conducted research has revealed value-semantic orientations as a phenomenon that unites the objective values of the teaching profession and subjective personal meanings. The identified patterns and principles create a theoretical and methodological basis for designing the educational process in a pedagogical university, aimed not at transmission, but at deep personal appropriation of professional values.
Keywords: 
values; value-semantic orientations; professional and personal development; future teacher; pedagogical education; principles of development; patterns of development; integrative approach
References: 

1. Gukalenko, O. V., Wagner, I. V., Serikov, V. V., 2025. Formation of traditional Russian values among students of general education organizations: trends, problems, conditions. Domestic and foreign pedagogy, vol. 1, no. 2 (104), pp. 63–74. DOI: 10.24412/2224-0772-2025-104-63-74. (In Russ.)
2. Dyudyukina, L. A., 1998. Influence of group relations on value orientations of senior school students. Diss. Saint Petersburg, 256 p. (In Russ.)
3. Wilson, K. G., Sandoz, E. K., Kitchens, J., 2010. The valued living questionnaire: defining and measuring valued action within a behavioral framework. The Psychological Record, vol. 60, no. 2, pp. 249–272.
4. Rubinstein, S. L., 2003. Being and consciousness. Man and the world. Saint Petersburg: Piter, 512 p. (In Russ.)
5. Leontiev, D. A., 1996. Value as an interdisciplinary concept: an experience of multidimensional reconstruction. Questions of philosophy, no. 4, pp. 15–25. (In Russ.)
6. Titma, M. Kh., 1969. Values influencing the choice of profession. Questions of philosophy, no. 4, pp. 52–61. (In Russ.)
7. Kiryakova, A. V., 1996. Theory of personality orientation in the world of values. Orenburg: OGPU Publ., 188 p. (In Russ.)
8. Khodyrev, A. M., 2025. Dynamics of value-semantic orientations of professional and personal development among students of pedagogical and non-pedagogical specialties during university studies. Siberian Pedagogical Journal, no. 3, pp. 74–86. DOI: https://doi.org/10.15293/1813-4718.2503.07. (In Russ.)
9. Nigmatov, Z. G., 2015. Principles of humanism and axiology in education. Education and self-development, no. 2 (44), pp. 138–144. (In Russ.)
10. Mikhaltsova, L. F., 2011. Formation of value-semantic orientations of future teachers for creative self-development in the context of lifelong education. Kazan: Tsentr innovatsionnykh tekhnologiy, 316 p. (In Russ.)
11. Andreev, V. I., 2012. Pedagogical ethics: an innovative course for moral self-development]. Kazan: Tsentr innovatsionnykh tekhnologiy, 272 p. (In Russian)
12. Belyakova, E. G., 2009. Designing a meaning-oriented lesson in secondary school. Education and science. Izvestia URO RAO, no. 3(60), pp. 106–116. (In Russ.)
13. Kiryakova, A. V., 2011. Value orientations of university education. Bulletin of Orenburg State University, no. 2 (121), pp. 27–33. (In Russ.)
14. Chizhakova, G. I., 2014. Axiological orientation of modern education. Psychology of learning, no. 4, pp. 4–21. (In Russ.)
15. Chudnovsky, V. E., 2006. Personality formation and the problem of the meaning of life. Moscow: MSPI; Voronezh: NPO “MODEK”, 768 p. (In Russ.)
16. Leontiev, D. A., 1999. Psychology of meaning. Moscow: Smysl Publ., 486 p. (In Russ.)
17. Kokareva, Z. A., 1999. Pedagogical conditions for the development of teacher’s professional values. Abstract. diss. Moscow, 20 p. (In Russ.)
18. Frankl, V., 1990. Man’s search for meaning. Moscow: Progress Publ., 368 p. (In Russ.)
19. Yanitsky, M. S., 2000. Value orientations of personality as a dynamic system. Kemerovo: Kuzbassvuzizdat Publ., 204 p. (In Russ.)
20. Parsons, T., 2002. On social systems. Moscow: Akademicheskiy proekt Publ., 832 p. (In Russ.)
21. Ibragimov, G. I., 2024. Formation and development of traditional Russian spiritual and moral values in the process of students’ education: conceptual foundations. Gevorkyan, E. N., Podufalov, N. D., Strikhanov, M. N., comps. Innovative processes in higher and secondary vocational education and professional self-determination. Moscow: Ekon-Inform Publ., pp. 54–61.(In Russ.)
22. Bratus, B. S., 1997. On the problem of man in psychology. Voprosy psikhologii, no. 5, pp. 3–19. (In Russ.)
23. Valeeva, R. A., Shigapova, E. M., 2012. Humanization of education: integration of values of national traditions. Kazan: Otechestvo Publ., 213 p. (In Russ.)