Axiological guidelines for studying the problems of teacher training at higher education institutions in dissertations on pedagogy

   Introduction. The future result of the upbringing of the younger generation and, accordingly, the future of our country depend on the values and attitudes to the profession, and value orientations of graduates of pedagogical universities. The article presents the analysis of the problem of axiologization of teacher training at university in the context of reforming teacher education. The importance of the study of this problem in the methodological context is due to the need for methodological reflection of existing scientific developments in order to identify axiological guidelines for teacher training at university in the context of the requirements of the axiological approach methodology.
   Materials and Methods. The study presents the analysis of 125 dissertation abstracts on pedagogy, with the total number of 8400 abstracts [electronic library of dissertations and abstracts on disserCat – www.dissercat.com ; scientific library "Science / Pedagogy" – www.nauka-pedagogika.com ); the dissertation themes include axiological problems of training future teachers
at university for the period of 1990-2022. The undertaken research was carried out on the basis of the axiological approach methodology, its main functions and methods. There are 2 aspects of the study and analysis of research materials: research issues and research methods.
   Results. Tendencies in the choice of research issues and the quality of using the axiological approach methods have been revealed. The specifics of the research devoted to axiological problems of teacher training at university at various stages of reformation of the teacher education system have been discussed. The perspectives of axiologization of pedagogical education have been formulated.
   Discussion and Conclusions. Based on the analysis of the obtained data, it has been concluded that there is a significant theoretical and methodological basis for the axiologization of the educational process and educational activities in universities training modern teachers. There are two types of problems that need to be addressed: problems of implementation of the axiological approach in pedagogy, associated with the need to understand the essence, role and significance of the axiological approach, its main concepts, content and mechanisms of its implementation; problems of axiologization of pedagogical education in applied research.

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