The dissertation is devoted to the problem of formation of pedagogical tolerance of the future teachers of foreign languages of primary school. The essence of the concept of "pedagogical tolerance of future teachers of foreign languages of elementary school" has been outlined as an integrative dynamic personal quality that determines the teacher's ability and readiness for successful interaction in the field of professional activity, his understanding, recognition and acceptance of subjects of the pedagogical process without aggression as carriers of other values, beliefs, views and forms of behavior through motivational provision of education and the establishment of tolerant relationships with them, based on trust, cooperation, joy, empathy, reflection, active position, consensus and psychological comfort. The model of pedagogical tolerance of the future teachers of foreign languages of primary school has been created and the components of pedagogical tolerance have been singled out: 1) content-cognitive; 2) motivational-target; 3) procedural-communicative; 4) reflexive-behavioral. In the structure of each of the components, their criteria and indicators have been described. The levels of formation of students' pedagogical tolerance have been defined as high, average, and low. The model of formation of pedagogical tolerance of the future teachers of foreign languages of elementary school has been developed. It includes the purpose, pedagogical conditions, components of preparation, and provides the final result - the formation of students' pedagogical tolerance. The model of formation of pedagogical tolerance is a system of educational influences on the student, directed on formation and development of his pedagogical tolerance as a personal trait, as well as his ability to tolerantly interact in professional activity. The integral structure of the formation of the pedagogical tolerance of future teachers of foreign languages is formed by interrelated theoretical and methodological, content, methodical and practical components. The pedagogical conditions under which the process of formation of pedagogical tolerance is the most effective have been defined: 1) scientific and methodological support of the process of formation of pedagogical tolerance; 2) tolerance-oriented contents of training; 3) high level of professional competence of teachers in the field of pedagogical tolerance; 4) creation of a tolerant learning environment. The content of the corresponding pedagogical conditions was ensured through the application of a number of forms and methods: a) when working with teachers of foreign languages, a communicative training "Learning pedagogical tolerance" was organized and implemented; such methods as case-study, group discussion, games, brainstorming, problem education, heuristic conversation, various exercises were used; b) when working with future teachers of foreign languages of primary school, a special course in the foreign language "Practice of tolerant English-language communication" was developed and introduced, during which interactive methods were used: case-study, discussion, games, brainstorming, problem learning, heuristic conversation, explanations, cross-cultural analysis, comparisons, demonstrations, illustrations, exercises (for entering students into a foreign environment, interviewing, guessing exercises and gap filling, puzzles, ranging, exercises of humanistic direction). The methodology of diagnosing the levels of formation of the teacher's tolerance of future teachers has been developed. Methodical recommendations have been prepared: 1) "Teaching pedagogical tolerance" training for actualization of knowledge, improvement of skills of teachers of foreign languages in the field of tolerant interaction; 2) "Practice of Tolerant English-language Communication" to implement the model of formation of pedagogical tolerance for future teachers of foreign languages of primary school. The effectiveness of the developed model has been experimentally tested.
