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This paper substantiates the importance of prospective teacher’s moral culture development. The author argues the values realized in the value-orientational activity of the teacher as moral guidelines that indicate the path of spiritual renewal of society. The author shows the relationship between the value-orientational activity of the teacher and his or her moral culture. It is stated that a value-based role-playing game is an effective method of prospective teacher’s moral culture development. The author finds similarities and differences between a value-based role-playing game and an ethical dialogue. The paper also contains the differences between spontaneous classroom pedagogical situations with value content and specially prepared and played out value-based role-playing games according to a specially prepared scenario. There are some examples of spontaneous and specially prepared valuebased role-playing games in this paper. The author substantiates the importance of value-based role-playing games for prospective teacher understanding of his or her purpose in life in general and in prospective professional activities in particular, as well as in the search for moral life and pedagogical guidelines. The author provides evidence that in the process of participation in value-based role-playing games prospective teachers, mastering the knowledge about the moral guidelines of the value-orientational activity of the teacher, extract new ideas, which are subsequently transformed into principles that become the foundations of ethical and pedagogical activity. The purpose of a valuebased role-playing game as a method of prospective teacher’s moral culture development is revealed: a value-based role-playing game allows to organize the interaction of students with values that clarify the meaning of pedagogical activity, life and the teacher’s purpose in life.

A value-based role-playing game as a method of prospective teacher’s moral culture development