Narratory methods in studying the values of a teacher’s professional activity

the article substantiates the need to use narratives as a source and narrative analysis as a diagnostic tool by the need for practice in the development of professional values of future teachers and the limitations of existing diagnostic techniques in psychology and pedagogy. The work describes the content of the diagnostic task, justifies the choice of analysis scheme and presents the results of applying J. Bruner's narrative analysis to the stories of Omsk State Pedagogical University students about the teacher of the future. Qualitative analysis of the narratives made it possible to identify the most significant for 2nd-3rd year students in four groups of professional values: in the group of social values (prestige of the profession); in the group of professional values (creative approach to business); in the group of spiritual and moral values (love and kindness towards children). But they consider personal values (empathy, fairness, responsiveness) to be the most important. Alarming points are indicated: our respondents value professional knowledge, erudition, and mastery of pedagogical technologies much less, speaking in texts from the position of a student, not a teacher. The obtained results of using narrative analysis to diagnose professional values allowed us to draw a conclusion about its advantages: ease of use, the ability to reach a wide audience, and student interest. Risks include the impossibility of developing digital scales and accurate assessment tools, and the difficulty of assessing the authorship of stories. A conclusion is made about the educational potential of this approach, since in the process of creating artistic stories, students analyze their own experience and design a professional future; directions for further research are determined.