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. The authors investigate the problem of discrepancy between regulations imposed by Federal state educational and professional standards and professional values and beliefs significant for modern educators. The aim of this article is to define and clarify value-based frameworks from the point of view of modern socio- professional teacher’ community. Materials and Methods. Methodological basis of the present research is a system approach connected with the concept of systemogenesis of the activity, designed by academician V. D. Shadrikov. Adopting the systemogenesis approach to academic research, the authors employed methods of morphological and psychological analysis of teaching and the method of operationalization of existing educational and professional standards, regulating the requirements for the level of teacher education and teacher functions. Empirical data were collected via a questionnaire developed by the authors. In order to process the obtained data, the methods of initial descriptive statistics, correlation, systemic-structural and factor analysis were applied. Results. The research findings show the most important instrumental values for teachers which are closely connected with value-based aims of such categories as ‘child’, ‘environment’ and ‘profession’. The analysis of empirical data highlighted such significant values as ‘profession’, ‘environment’, and ‘child’. The common structure of teachers’ instrumental values consists in significant quality-centered values, less important knowledge-centered values and the least important relationship-centered ones. Therefore, the authors have identified the predominance of external professional values for modern educators. It contradicts the educational standards which emphasize learner-centered approach and focus on fulfilling learners’ potential. Conclusions. The study concludes that socio-professional community of modern teachers does not consider the child as the main priority of teaching. Instead, they emphasize the values of ‘profession’ and ‘environment’.

Identifying a value-based framework of teaching from the point of view of modern so-cio-professional teachers’ community