Abstract:
*e actualization of value-based approaches to vocational education is determined by the presence of several contradictions,
among which it is necessary to name the following: the need for educational practice in more productive means; the implementation of a humanistic educational paradigm and the unpreparedness of teachers to use them; the need for teachers with
formed attitudes towards value attitudes towards themselves, their professional activities, education, self-development, to the
people around them, and the lack of an effective system of pedagogical tools for solving the abovementioned problem in the
process of professional training of future teachers; and the particular importance of the axiological component of the content of
vocational education and its insignificant component at the level of the educational process. *e article deals with the essence of
professional thinking of the teacher, ways and means to develop its value-semantic component in the process of learning
pedagogy, problematic dialogue, analysis of texts, promotion, and other professional reflection.
