Axiological Competence of Teachers and Prospects for its Development by Means of Additional Professional Education

Abstract. The objective need to strengthen the value of the Russian school actualizes the problem of developing the axiological competence of teachers. The purpose of the study: based on the analysis of the deficiencies of the axiological competence of teachers, to determine the current directions for the development of the content of additional professional education. Methodology and methods of research. The methodological basis of the study is the axiological, cultural, competence, activity and personality-oriented approaches. The article reflects the results of an empirical study conducted in the form of a questionnaire among school teachers (2147 participants), other surveys conducted in 17 regions of the Russian Federation in 2025 (more than 5 thousand participants) and the experience of implementing additional professional programs by the Institute of Content and Methods of Teaching named after V. S. Lednev were also taken into account. The results of the study showed that most teachers consider the problem of forming values in schoolchildren as relevant; only a quarter of teachers are confident in their own axiological competence, the majority feel the need for new experience in transmitting values to schoolchildren. Surveys showed the presence of contradictions in the process of developing axiological competence of teachers, which can be resolved in the process of additional professional education. Conclusion. In modern conditions, the axiological competence of teachers is intensively transformed for objective reasons, the emphasis is shifting to the values transmitted by teachers, axiological competence should be considered today as a basic component of the professional competence of teachers, and its new content should be determined by the value core of additional professional education.