Introduction. The professional self-determination of students—future teachers—is an important goal of university-based career guidance, as it supports the development of the personality of the future professional. Despite the large number of studies on the professional development of teachers, the role of value-semantic characteristics of the personality in the process of professional self-determination, including during university training, remains insufficiently explored.
Aim. The aim of the study is to identify the influence of career and value orientations on the professional self-determination of student teachers.
Methods. The study is based on the value-semantic approach, according to which the success of professional self-determination in student teachers is associated with valuesemantic characteristics of their personality that indicate a meaningful choice of the teaching profession. A sample of 168 participants was used. The data were analysed using frequency, qualitative, and correlation analysis.
Results. Specific features of career and value orientations were identified among student teachers with different statuses of professional self-determination. A relationship was found between the degree of certainty in students’ professional choice and the importance they place on the values of professional competence and service. Trends in the change of professional self-determination statuses among student teachers were observed as they advanced to new stages of professional education.
Scientific novelty. The scientific novelty lies in identifying the relationship between professional self-determination statuses and the career and value orientations of student teachers.
Practical significance. The results of the study can be used in the development of names aimed at enhancing the professional self-determination of student teachers.