Keyword: «axiological approach»

The relevance of the study is dictated by the high practical significance of the study of axiological aspects of the problem of deficiencies in the professional development of teachers in order to predict and eliminate the risks of their deskilling in the educational space of a special (correctional) educational institution and the fragmentary nature of its study. The aim of the article is to theoretically substantiate, identify and discuss the results of the study of axiological deficiencies in the professional development of teachers. The axiological approach, as applied to the professional development of teachers, makes it possible to focus on the internal value-meaning determination of this process, unfolding in self-education, self-cognition, improvement of oneself, one's inner world, personal qualities and professional competences. The theoretical analysis of the problem allowed us to find out that the axiological deficit in the professional development of teachers is manifested in the absence of orientations toward continuous development of professional competences in the hierarchy of teachers' values, with the dominance of values that limit the subjective involvement of the teacher in the processes of professional development. Axiological deficiencies in the professional development of teachers in a correctional school were identified and analyzed in the course of the empirical study. These were the rejection by teachers of value orientations toward public recognition and creativity, as well as an indifferent attitude toward the values of productive life, development and knowledge. The authors found and interpreted correlations between the indicators of value orientations and the factors of professional development of teachers. The results obtained allow us to conclude that the professional development of teachers is mediated by their value orientations, which determine the direction, content and sustainability of this process. The theoretical significance of the obtained results consists in the development of scientific ideas in the issues of phenomenology and structural-content analysis of the professional development of teachers and its deficiencies of an axiological nature. The obtained results of the study can be in demand in the practice of the heads of educational organizations and heads of school methodological associations when planning individual educational routes of teaching staff.

In the modern world, primary school strives for the harmonious development of a student’s personality and health, and forms a system of values based on moral, aesthetic and ethical principles. It should prepare children for independent learning of the world around them, self-education and self-development, and educate a citizen of the country who not only knows his/her rights, but also responsibly performs civic duties. The relevance of the research topic lies in the fact that one of the main functions of primary school is to initiate students into the world culture, into the identity and heritage of our country: language, history, literature, art, scientific achievements. Since culture, uniting people into communities and nations, is a source of educational influence and the result of education, the cultural and educational activities of teachers are an important element of teachers' professionalism. The aim of the article is to assess the readiness of acting primary school teachers and to substantiate the need for the integrated use of cultural and axiological approaches in the preparation of primary school teachers for cultural and educational activities. The research was carried out within the framework of systemic, cultural and axiological approaches. The methods of theoretical research included literature analysis, comparison of the role of education and the characteristics of cultural and educational activities in Russian schools and abroad. The results of the research show that there are problems in the education and subsequent training of primary school teachers in terms of the implementation of cultural and educational activities: poor knowledge and mastery of key concepts and methodological approaches, lack of implementation skills, lack of awareness of the importance and readiness to participate in this activity. The theoretical significance of the study is related to the comparison of approaches available in scientific literature to preparing teachers for cultural and educational activities. The practical significance lies in the fact that the systematized material, conclusions and identified problems can become the basis for the development of training programs for preservice and acting teachers to conduct cultural and educational activities.