The purpose of the article is to approach an actual problem - transformations of professional and value orientations of a teacher. Professional value orientations are regarded as important socio-pedagogical problem, the solution of which impacts the level of modern specialists’ professional self-realization in practical activity. The value orientations of teachers refer to evaluation of relationship on cognitive, emotional and behavioral levels which belong to a mix of material and spiritual benefits that determine the level of life requests, degree of social autonomy, peculiarities of professional identity, envisioning educational activities, the adoption of positive social and professional innovations. The system of value orientations has a multilevel structure: value, relevance, purpose, principles, rules, ideal, evaluation, product/result. Teacher value orientations are formed and transformed under the influence of several factors of socio-professional nature such as: "social order", addressed to educational system; the processes of modernization of education; the organizational culture; mandatory continuing vocational and teaching training; professional career; personal career prospects, etc. Within the framework of teacher-training classes were organized trainings aimed to correct vocational value orientations of teachers in educational activities on the basis of interconnected structural components: psychopedagogical, axiological, socio-historical, methodological, substantive components. In the process of classes implementation the following set of measures was applied to harmonize the system of value orientations of teachers: identification and matching of individuals, public and state needs in general education; development of teacher value orientations of innovation type; enhance teacher professional capacity and meet the needs of the modern stage of education development; learning skills in a competitive environment, mastering new pedagogic and information technology