Keyword: «terminal and instrumental values»

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.