The thesis highlights the problem of cognitive and intellectual competence formation of future teachers in the context of pedagogical subjects' disciplines cycle learning, the essence and the structure of cognitive and intellectual competence of future teachers are distinguished. The content of the key concepts are specified in the investigation, such concepts as "competence", "cognitive and intellectual competence", "future teachers' cognitive and intellectual competence formation". The theoretical analysis of the scientific literature proved out that the implementation of competence approach contributes to the personal fulfillment of the student, including the formation of cognitive and intellectual competence of future teachers; future teacher can smoothly make contacts, to realize their intellectual and cognitive abilities, improve their professional level throughout life only under conditions of personality-oriented educational technologies; cognitive and intellectual competence of future teachers formation is a part of their professional development. The content of the definition of "competence" is defined as a combination of scientific and theoretical knowledge with the practical activities of the individual constantly provides high end result. Cognitive and intellectual competence of teachers is considered as one of the leading competence of its professional development and self-improvement, a set of theoretical knowledge, practical skills, experience, personal qualities of teachers that enable search, heuristic activities independently acquire new knowledge, training and analyze the activities of participants educational process, to take appropriate action. Formation of cognitive and intellectual competence of future teachers in the context of pedagogical subjects' disciplines cycle learning is understood as a focused development of their skills, creativity, personality characteristics and qualities that allow you to participate in the educational process. The criteria of formation of cognitive and intellectual competence of future teachers are distinguished, they are: cognitive-motivational, which is characterised by formed professional motivation, motivational attitude to knowledge, their usage in future careers, possession pedagogical concepts and scientific terminology; intelligent criteria with following indicators: comparison, synthesis, synthesis of certain information; application of intellectual skills and predicting results, solving problem situations solving various professional tasks in the process of educational disciplines cycle intelligence as the ability to make rational decisions; action-creative with the indicators: the capacity for introspection and self-development; formation of creative abilities and skills, the ability to use modern innovative technologies in practice, the manifestation of creative activity, initiative in the process. Criteria and indicators are interrelated and affect the level of formation of one another. Each is filled with quality indicators in general and on certain levels: low (empirically-intuitive), average (reproductive), high (reflexive and creative) in particular. The model of cognitive and intellectual competence of future teachers in the context of pedagogical subjects' disciplines cycle learning is developed and tested, it provides the best way to achieve the goal of the of future teachers cognitive and intellectual competence formation in the context of pedagogical subjects' disciplines cycle learning. Pedagogical conditions of future teachers cognitive and intellectual competence formation in the context of pedagogical subjects' disciplines cycle learning are proved and tested and these pedagogical conditions include: the formation of students' motivational and positive attitude toward future career; the content disciplines of pedagogical cycle improvement for their cognitive development that enrich their experience, creative activity; mastering pedagogical university technology innovation and interactive learning. Thematic modules and guidelines for teachers teaching subjects on future teachers cognitive and intellectual competence forming in the context of pedagogical subjects' disciplines cycle learning. As a result of the molding stage of the experiment found a significant increase of formation of cognitive and intellectual competence of future teachers in the study subjects teaching cycle, compared to the results of students in the control group. This demonstrates the legitimacy of scientific assumptions made, tested the effectiveness of the model, confirms the need to consider the study of selected pedagogical conditions for overcoming the contradictions allocated in the process of cognitive and intellectual competence of future teachers in the study subjects teaching cycle.
