Axiological Relevance to the Teaching Profession Values ​​shape most of man's activities. It helps the individual to choose for himself and be guided by his values. Knowledge of axiology provides important clues about a person's professional choice: each profession places more emphasis on some or other values. For example, Obanya (1999) considered the concept of relevance. It can be explained by two dimensions: physical and philosophical. In the physical dimension, relevance is understood in terms of immediate and remote dimensions. In other words, a certain physical environment may be more immediate or more remote than others, for example the teacher's environment. The philosophical dimension of the concept of relevance refers to the possible answers we give to questions such as: “relevant for what?” “Relevant to whom?” Or “relevant to whom?” “relevant to whom?” our teacher education is undoubtedly intended for India, therefore an application of the philosophy is relevant to the principles and practice of education in the teaching profession. Odigie (2003) discussed about eight aspects of axiology for the teaching profession. • Develops an open approach and questioning attitude in teachers • Develops the ability to think clearly • Provides tools for making rational decisions • Performs a unifying function • Helps solve educational problems by clarifying them • Can transform educational practices by offering clearer meanings • Offers profound intellectual development • Indispensable in terms of curricular development. Need to enhance the values ​​of the student teacher The Radha Krishnan Commission (1948–49) stated: “What we need is not to impart instruction but to convey vitality, the civilization of the human heart . O......half of the paper......n continued to remain fragmented. What is now needed is to use the tool of pre-service teacher education to ensure that incoming teachers holistically understand the concept of human values ​​education and are able to use direct and indirect techniques in formal and informal education for the development of values ​​through the scholastic process. The main role in this direction will be played by pragmatic, competence-oriented and responsive teacher education programs to prepare qualified teachers through in-service and pre-service programmes. Therefore, teachers will have to provide learning experiences for the holistic development of mind, body, intellect and emotions. So the challenge of teacher education will be to prepare teachers who can take care of the holistic education of children. This would require values-oriented teacher education. Conclusion: