The article is devoted to the currently significant spheres of life ofthe world community have once again raised the topic of the formation of professional value orientations in the issue of future teachers ’orientation towards humanistic values as process of training modern teachers. Large-scale changes in all a priority, which involves the identification of new guidelines of the educational process at a pedagogical university. The article provides an overview of the conditions for the development of professional value orientations of students-future teachers in Russia and China, identified on the basis of a comparative analysis of the teacher training systems of the two countries. The criteria for analyzing the systems were: the level of higher professional pedagogical education; number of years spent on vocational training; forms of education; the legislative framework. Research methods used in the course of the work were: analysis of scientific sources, study of regulatory and program documentation, comparison, generalization and synthesis of methodological literature on the research problem. The novelty of the study lies in the fact that a comparative analysis of the conditions for the development of professional value orientations of Chinese and Russian students in the field of teacher education was carried out. The practical significance is revealed in a step-by-step study of the problem. At the first stage, an analysis was carried out at the level of professional teacher education systems of the two countries. At the second stage, the conditions for the development of professional value orientations of students-future teachers in China and Russia were identified. The results of the study are of both theoretical interest associated with further improvement of the axiological component of higher pedagogical education, and practical significance, since they can be used in the implementation of the process of professional training of teachers in both countries.