Аннотация
The subject of the study is the diagnosis of future teachers’ professional-value orientations (PVO) through pedagogical tasks. These tasks were developed on the basis of an ontological model and generative artificial intelligence. The study examines how the values, beliefs, and principles of future teachers are manifested in situations of pedagogical choice. It is important to consider not only what future teachers state in self-assessment, but also what decision they make, how they explain it, and what professional grounds they rely on. The aim of the study is to develop and test a pilot tool for diagnosing PVOs. PVOs are represented through four components: semantic, emotional-value, behavioral, and regulatory. A pedagogical task is understood to be a diagnostic situation which helps reveal future teachers’ professional-value positions. This makes diagnostics closer to real pedagogical practice. It is important for assessing the quality of future teacher training. The methodological basis of the study consists of axiological, task-based, and ontological approaches. The approbation was conducted on two independent samples of pedagogy students (n=31, n=53). Descriptive statistics, the Wilcoxon and Mann–Whitney tests, Holm’s correction, and Cohen’s weighted kappa were used. The scientific novelty lies in the fact that PVOs were transferred from a theoretical description into a system of diagnostic pedagogical tasks. In this system, each component is linked to indicators and response levels. The results showed differences between the two diagnostic methods. Psychological and pedagogical methods more often reflected students’ declared views on professional values. Pedagogical tasks made it possible to see how these values are manifested in choice, explanation of a decision, and readiness for action. In the first sample, the differences were significant for all PVO components. In the second sample, the differences remained significant only for the semantic and behavioral components. The semantic component proved to be the most sensitive. The tool can be used in teacher education. Further work has to be made to expand the sample and test reliability and validity. The conclusions have practical significance for diagnosing students in teacher training programs.