The actualization of value-based approaches to vocational education is determined by the presence of several contradictions, among which it is necessary to name the following: the need for educational practice in more productive means; the implementation of a humanistic educational paradigm and the unpreparedness of teachers to use them; the need for teachers with formed attitudes towards value attitudes towards themselves, their professional activities, education, self-development, to the people around them, and the lack of an effective system of pedagogical tools for solving the abovementioned problem in the process of professional training of future teachers; and the particular importance of the axiological component of the content of vocational education and its insignificant component at the level of the educational process. The article deals with the essence of professional thinking of the teacher, ways and means to develop its value-semantic component in the process of learning pedagogy, problematic dialogue, analysis of texts, promotion, and other professional reflection.