Lysenko O. Theoretical and methodological principles of formation of professional and axiological orientations of future pre-school educational establishment pedagogues in the system of professional training

The thesis is a theoretical and experimental research on the issue of formation of axiological orientations of future pre-school educational establishment pedagogues in the system of professional training. The thesis characterizes methodological concepts of formation of professional and axiological orientations of future teachers of pre-school educational establishments (establishments of pre-school education).On the ground of studying domestic and foreign philosophic, psychological and pedagogical sources, we expanded on the essence of main definitions of the problem under study and defined author’s vision of the contents of the notion «pedagogical values» as values of education, their aim, principles and norms that regulate and mutually stipulate societal demands for the sphere of education and professional activity of a pedagogue. On this basis, we provide the definition of the contents of the notion of professional and axiological orientations of future pre-school educational establishment teachers as a system of scientifically substantiated values of professional direction (their potential permanently enriched by the experience of professional activity in real pedagogical process in establishments of pre-school education) and attitude of future pedagogues to professional pedagogical activity in which multifunctioning of its components is predetermined by the aim, tasks, contents, basic principles and laws in correspondence to state policy in the sphere of education on the whole and pre-school education in particular. The concept of the formation of professional value orientations of future teachers of the pre-school was developed, the pedagogical system and the model of its implementation were built. It is implemented through the introduction of a set of sound pedagogical conditions. There was worked out and tested a prognostic structural-functional model of organization of the process of formation of professional and axiological orientations of future pedagogues of pre-school educational establishments in conditions of their gradual training. The collaborated model was carried into effect as a structural component of a wholistic process of professional training in establishments of pre-school education and there was correspondently corrected the contents of syllabi of academic subjects that is determined by the results of the ascertaining stage of the research.It was considered decisive under the condition of its reasonable accomplishment and direction; correspondently it does not ruin wholeness of the logic of the general process. There was chosen M. Rokeach’s Value Survey of studying value orientations (criterion of estimation of students’ moral values) for interiorization of universal human moral value which appears in formedness of personal qualities of future pedagogues in the process of professional training in establishments of higher education. Influence of moral values on professional development of students was specified and it was considered that moral values are distinguished by personal aspirations and aims in the individual system; age specifications are significant and form individual system of moral values; there was elucidated influence of other people on changes in attitudes to acquiring new ideas about moral values. In virtue of discriminated twenty universal human moral values, there were elaborated personal qualities which are formed on their basis and are the grounds for development of professional and axiological orientations as personality. There was worked out and implemented a hands-on training in Ukrainian Ethnopedology «Axiological Potential of Childhood Ethnopedagogy» and a special course «Modern Pedagogue: professional and axiological dimension of professional training of pre-school educational establishment pedagogues». At the ascertaining, formation and control stages of the research there were permanently identified and substantiated quantitative and qualitative changes in professional and axiological orientations of future pedagogues. It was summarized that implementation of pedagogical conditions is not a random phenomenon concerning the changes of the level of individual development of professional and axiological orientations in the process of diagnostic testing of students after formation stage of the research. It is claimed that the aim of the research is achieved, its tasks are carried out and the hypothesis is proved