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AXIOLOGICAL BASES OF THE EDUCATIONAL PROCESS IN HIGHER PEDAGOGICAL INSTITUTIONS OF EDUCATION

The article considers theoretical aspects of organization of educational process in higher pedagogical educational institutions on the basis of the value approach, which involves continuous cultural, social and moral and professional development of professional identity based on public needs and personal requests. The main task is to prepare a specialist, who can improve his professional skills, to reproduce and expand his life experience, to transform the material conditions of society, its culture, accumulate and create new values. 
The concept of studentcentrism as an element of the new pedagogical thinking is defined. Its essential features include recognition of the strategic focus in a comprehensive and harmonious development of the individual; changing attitudes on the nature and type of professional training of future specialist, who acts in it as a subject of pedagogical interaction, which is associated with the formation of creative individuality. 
The author of the article accentuates the importance of the connection of value, personal and activity, and individually creative approaches in the organization of educational process in higher pedagogical educational institutions. This connection of approaches involves modelling the process of professional training and education of students of the given structure of pedagogical activity. It is noted that the most promising forms of implementation of this approach is scientific and educational complex, which provides the possibility of continuous "immersion" of students in the sphere of their future professional activity, allows to study, generalize, and accumulate experiences of the author’s schools, quickly learn and use the achievements of world science on the basis of life values. 
Educational technologies of individually-creative learning are revealed on the basis of flexible construction of the educational process, integration of related disciplines, isolation of the subjects of prolonged and local character, ensuring a relatively long time "immersion" of students in the subject, systematic study of the selected subjects on the basis of diagnostic, communicative and organizational tasks, allowing to study the real psycho-physiological capacities and professional readiness of students to educational activity, development on this basis of individual plans of their training programs, and installation of pedagogically humane relationships.