Psychological analysis of the conceptual model of value self-regulation of future teachers during their professional development

The article presents psychological analysis of the theoretical conceptual model of value self-regulation of future teachers, which is based on a subjective approach to the modeling of the self-regulation process. The author reveals real specifics of value self-regulation in the professional activities of future teachers by means of the analysis of the target, procedural, substantive and productive aspects of the process of meeting their needs for self-actualization. The focus is on its three components: content-psychological (determinants of value self-regulation: personalized meaning, individual characteristics of the subject and his mental state), sociopsy-chological (conditions for its implementation: the subjectivity of the personality, the situation and the socio-cultural environment), and the structural and functional (components providing direct process of self-regulation: the motivational target component, the programming and the behavioral ones). The article indicates that all of them work as a holistic mechanism, determining, supporting and monitoring one another.