Organization of the educational process as a condition for the development of value-semantic orientations in the professional and personal development of future teachers

Introduction. The article substantiates the need for a purposeful organization of the educational process in a pedagogical university to develop value-semantic orientations in the professional and personal development of future teachers. It is shown that traditional teacher training does not sufficiently emphasize the value-semantic component of competencies. The purpose of the study is to present a model for the development of value-semantic orientations of future teachers through the organization of the educational process.
Materials and methods. The research is based on an integrative approach that combines external (pedagogical support) and internal (student self-organization) regulation. Theoretical analysis, modeling, formative experiment, and methods of mathematical statistics (Fisher’s φ-criterion) were used. The experimental base was the Yaroslavl State Pedagogical University named after K. D. Ushinsky. The sample: a control group (2022, n = 109, trained according to traditional programs) and an experimental group (2025, n = 100, trained according to programs adjusted according to the model).
Results. A model has been developed and implemented, including target, conceptual-methodological, content, procedural-technological, and analytical-resultative components. The implementation of the model involves adjusting the main professional educational programs, step-by-step work of teachers (adaptation – testing and overcoming the semantic crisis – integration – translation of values), and the use of value-oriented pedagogical tools. The formative experiment (2022–2025) showed a statistically significant decrease in the proportion of students with a low level of formation of OPC-2 (p = 0.038), OPC-4 (p = 0.018), OPC-9 (p = 0.006), as well as a tendency to decrease in OPC-6 (p = 0.082) and OPC-8 (p = 0.053). The most noticeable growth was recorded in OPC-6 and OPC-9 (+0.95).
Discussion and conclusions. The proposed model has proven its effectiveness as a tool for managing the process of value-semantic development of future teachers in a modern university. The positive dynamics of general professional competencies, especially those related to spiritual and moral education (OPC-4) and individualization of learning (OPC-6), confirm the key role of the value-semantic component. The results indicate that the formation of value-semantic orientations not only increases the personal maturity of students but also directly improves their professional training. The model can be recommended for implementation in pedagogical universities.

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