Professional Growth of a Future Teacher Through the Prism of His Value Self-Determination

Abstract. The article focuses on the need to develop a conscious approach to studying the problem of value self-determination. In modern socio-economic and cultural-historical conditions of Ukraine, there is polyphony and uncertainty of spiritual and moral orientations of society, which determines increased requirements for the ability of a future specialist to carry out a conscious, responsible search for new meanings of professional activity, to self-define in the context of historical, cultural, social and professional realities, as well as to rethink and transform his own life and professional experience. The purpose of this study is a theoretical analysis of the essence of value self-determination in the professional activity of a future teacher, to identify its components and conditions that influence this process. Methodologically, the study is based on a systemic approach, which involves a comprehensive analysis of both external and internal factors that form the value orientations of the individual. The focus is on value self-determination as a stimulus for development and the ability to consciously and responsibly choose the values ​​and goals of pedagogical activity, as well as to design a life and professional path. The article examines the value nature of self-determination, which is a manifestation of internal psychological freedom and involves a choice from available alternatives. Particular attention is paid to the process of forming personal and professional values, which form the basis of the formation of the personality of a future teacher. The principles of organizing an educational space aimed at realizing the social functioning of values ​​and the variability of professional value orientations are determined. It is proven that the key condition for the strategic development of the professional life of a future teacher is a formed system of values, which determines the choice of both life and professional goals. The combination of external and internal factors of value self-determination contributes to qualitative changes in the personality, which is an important component of professional development. The value self-determination of a future teacher is a key process of his personal and professional formation. It is formed under the influence of both external socio-economic conditions and internal psychological factors, in particular the system of value orientations and motives. Effective value self-determination contributes to the formation of a holistic worldview, awareness of one's place in the professional sphere and responsible choice of pedagogical strategy. Therefore, the modern system of professional training of teachers should be aimed at supporting and developing this process, creating conditions for a harmonious combination of personal values ​​with professional ones, which ultimately ensures high quality of pedagogical activity and psychological well-being of both teachers themselves and their students.