The article defines a set of necessary and sufficient pedagogical conditions for the formation of professional ethics of future engineer-teachers. The author analyzes the problem of forming students’ value attitude to mastering the content part of education as one of the pedagogical conditions for effective formation of professional ethics of future specialists. The author points out that in the professional training of the future engineer-teacher there should be an orientation of the teachers ‘activity on the formation of students’ value attitude towards the future professional activity, the assimilation of meaningful part of education, assistance in self-determination of ways of professional and personal growth. The purpose of the article is to investigate the problem of formation of students’ value attitude to their chosen profession, to help in self-determination of ways of professional and personal growth that will allow to form effectively professional ethics of future specialists on the basis of modern means and technologies of training. In order to determine the methodology of the research on the basis of materials of scientific and methodological information, the analysis of the principles, approaches and methods of studying the problem (analysis, synthesis, comparison, comparison, etc.) was carried out. The scientific novelty is that the author has defined, theoretically substantiated and improved complex knowledge about the professional ethics of personality; knowledge about the content of professional ethics as a component of professional culture, which stimulates the success of future professional engineers-educators, and also determines, theoretically substantiated and experimentally verified pedagogical conditions for the formation of professional ethics of future engineers-educators in the process of professional training. The author of the article concludes that the formation of the value attitude of future engineers-educators to the professional training is a complex process, which is carried out in several stages, the observance of which will ensure the effective formation of the students value attitude to the content part of education, which secures its importance at the level of the individual and goals. The basic provisions (direct management of vocational training, organizational and methodological provision of vocational training, provision of practical assistance and control over the state of its organization) have become further development of professional training of future specialists of the engineering-pedagogical branch as an open, dynamic system.