Monitoring of teacher professional development practices in fostering students' value orientations

Over the past three years, the primary focus of the Russian education system's development has been strengthening its value foundations. The increased emphasis on the task of introducing schoolchildren to traditional Russian values has necessitated the development and implementation of additional pro-fessional training programs aimed at equipping educators with professional competencies in pedagogical axiology. Over three years (2023–2025), more than a quarter of teachers attended various training events on fostering traditional Russian values in schoolchildren, including 15% of teachers who completed profes-sional development courses. The accumulated experience requires analysis, as the content of personnel trai¬ning largely determines the effectiveness of efforts aimed at strengthening the value foundations of the Russian school. The article aims to examine the current state of practice in implementing additional professional programs in pedagogical axiology for school teachers. A combination of theoretical and empirical research methods was applied, including: analysis of contemporary research in the field of continuous teacher education and additional professional education; monitoring of additional professional development programs for teachers currently being implemented by regional educational development institutes (across 60 constituent entities of the Russian Federation); interviews with teachers, surveys, questionnaires, discussions of the issue within pedagogical audiences, and participant observation during the implementation of additional professional programs. Based on the monitoring, a set of 44 thematic professional development programs in pedagogical axiology from 32 constituent entities of the Russian Federation was compiled. The analysis of the programs revealed both the existence of common key issues requiring consideration during the training courses and certain deficits. The analysis allowed for the identification of directions for improving the content of additional professional education. The results of the program analysis can be applied to design relevant content for the additional professional education of teachers in general education organizations. The research results can be applied within the system of professional development for practicing teachers, the system of continuous pedagogical education, and for organizing in-school methodological work and training events for teachers.