The state of development formation problem of professional-value orientations of future foreign language teachers in the process of studying disciplines of the social and humanitarian cycle is analyzed in the thesis. It was established that the problem of formation of professional-value orientations of future specialists has been comprehensively covered in philosophical axiological, psychological and pedagogical researches of the past and modern, and is relevant today, but it was found that the formation of professional-value orientations of future teachers of a foreign language in the process of studying disciplines socially The humanitarian cycle has not been the subject of a separate study and is underdeveloped. The study clarifies the essence of the concepts of "values", "professional values", "professional values of the future foreign language teacher"; the pedagogical conditions of formation of professional-value orientations of future foreign language teachers in the process of studying subjects of the social and humanitarian cycle are substantiated; defined and characterized the criteria (emotional and motivational, cognitive, activity), indicators and levels of formation of professional-value orientations of future teachers of a foreign language. The basic and most important professional-value orientations of future teachers of a foreign language are determined, they are: target orientations, connected with purposeful professional motivational, cognitive and activity sphere of the person (character of motivation to pedagogical activity, orientation on image of I-concept of the future foreign language teacher, orientation to the development of its acme personality of a highly skilled professional, interesting creative pedagogical activity, polylinguistic communication, self-confidence); orientation-competence, defining theoretical and practical components of the activity (fullness and depth of knowledge on the theory of value orientations, focus on mastering and raising the level of professional competence, orientation towards mastering all the components of professional competence (foreign-language communicative competence, Ukrainian-speaking communicative competence, psycho-pedagogical, methodical, multicultural, activity, creative competence), ability to apply professional competence); orientation-quality that includes the personal emotional sphere (love for children, vocation and love for the profession, respect, kindness, patriotism, desire to leave behind on earth, foster care, honesty, responsiveness, responsibility, cheerfulness, reflection, self-improvement, etc.). The theoretical substantiated the pedagogical conditions of the formation of professional-value orientations in the process of studying the disciplines of the social and humanitarian cycle (systematic positive motivation of students as future teachers of a foreign language to the formation of professional-value orientations, activization of value-semantic orientation of content of disciplines of the social and humanitarian cycle, the use of active and interactive forms and methods in the process of formation of value orientations of future teachers of a foreign language), their content is characterized. The diagnostic tools for determination of the formation level of professional-value orientations of students as future teachers of a foreign language are determined, educational-methodical provision of pedagogical conditions, special course "Formation of professional-value orientations of the future teacher of a foreign language" is developed, the content of educational disciplines "Philosophy", "Sociology", "Psychology", "Culturology", "History", issues of axiological subjects. The course of approbation and the results of experimental work are described. The results of the experimental study showed that the introduction in the study process of disciplines of social-humanitarian cycle systematic positive motivation of students as future teachers of a foreign language. Activization of the value-semantic orientation of the content of disciplines of the social and humanitarian cycle; the use of active and interactive forms and methods in the process of forming the value orientations of future teachers of a foreign language objectively leads to an increase in the level of formation of professional-value orientations of future teachers of a foreign language.
