Abstract. The role of axiological approach in the training of new generation teachers is theoretically substantiated in this article. The axiological approach makes it possible to identify a set of priority values in the education, upbringing and self-development of a person in modern society and to design their reflection in the norms and aims of future teachers in the process of psychological and pedagogical training. Possible ways of implementing an axiological approach in the educational process of higher education institutions are outlined, such as: the identification of value orientations of higher education applicants (peculiarities of the system of orientation of interests and needs of the individual), with further adjustment regarding ethical positions in psychological and pedagogical activity (moral consciousness, moral activity and moral relations); informing students of higher education about value orientations and identification of the most important ones (that is, determining the dominant axiological vector - a system of common values and rules of ethics, the observance of which is necessary for the performance of psychological and pedagogical activities) in teaching the cycle of psychological and pedagogical disciplines; analysis of axiological potential of psychological and pedagogical disciplines, in order to identify opportunities for further influence on higher education applicants, that is, a special form of spiritual learning of the results of cognition, the process of reflecting reality in terms of morality (humanistic orientation, national dignity, intelligence, vital ideals, conscientiousness, honesty, truthfulness, objectivity which is characterized by an awareness of their truth  and others. The results of the experimental verification of the effectiveness of using the axiological approach are represented.