Halian I. Psychology of value-sense self-regulation in future teachers.

The thesis is dedicated to the study of the value-sense structures in future teachers, the content and the structure of which are determined by the level of consistency in personality values - a fundamental criterion for building sense creation system. The dynamics of the value-sense self-changes in the agents of axiogenesis is ensured by self-regulation, the mechanism of which is value-based choice that relies on the experience of the agent's activity and regulatory skills. The author has developed and verified a structurally functional model of value-sense self-regulation, created by social and psychological, sense-creating, content-psychological elements. There have been substantiated inner-system relations between the components that ensure value-sense self-regulation. In order to indicate the existence of individual capacity to acquire axio-knowledge and the ability to integrate it into the sense structures throughout the entire life, the term "axiological competence" has been introduced. There has been proposed a method of research on value-sense self-regulation that is based on the technology of the comprehensive study of the above-stated phenomenon. Due to this, there have been defined the types of value-sense self-regulation in future teachers, namely: emotional modelling, rational programming, rational planning and emotional integrative ones. Each of the types has a specific set of personality traits and properties that distinguish their bearers among the others. The thesis substantiates the strategy of the value-sense formation of future teachers and the development of their regulatory capacity.