The research is devoted to the problem of formation of self-educational competence of future foreign language teachers in the process of studying professional disciplines. The scientific and pedagogical analysis of the raised question is made; clarified the essence of the concept of “self-educational competence of a future foreign language teacher”. The self-educational competence of the future foreign language teacher is interpreted as an integrative quality of the personality of the higher education acquirer, characterized by the ability and readiness for continuing education and self-education in the learning process and future professional activity. The components of self-educational competence of the future foreign language teacher (motivational-value, organizational, procedural-informative and control-reflexive) are distinguished and argued. The motivational-value component is represented by a set of motives and needs for the systematic updating and enrichment of professional knowledge, which encourage the student to self-education during higher education, to the constant development of his own self-educational competence, to self-improvement in the intellectual and emotional sphere. overcoming difficulties during self-educational activity. The organizational component reflects the ability of future foreign language teachers to build their own self-educational activities while studying at a higher education institution and to rationally plan and organize independent cognitive activities. The procedural and information component is characterized by the functionality of knowledge, skills, skills, as well as information retrieval, training, information and technological skills, the ability and willingness to work with information, to use information and communication technologies for the purpose of self-education, self-realization and knowledge building. The basis of the control-reflexive component is a certain set of skills, self-esteem, self-control, self-regulation and reflection in the process of self-education. The criteria, indicators and levels of self-education competence of future foreign language teachers in the process of studying professional disciplines are determined. The pedagogical conditions of formation of self-educational competence of future foreign language teachers in the course of studying professional disciplines are theoretically substantiated and experimentally tested: 1) actualization of the positive motivation of future foreign language teachers to self-education; 2) introduction of the author's special course “Formation of self-educational competence of future foreign language teachers” as an open learning environment for students' self-education; 3) activation of research work of students on professionally significant problems. A model consisting of three blocks (theoretical-methodological, content-technological and diagnostic-productive) and educational-methodological support for improving the process of formation of self-educational competence of future teachers of foreign languages in the process of teaching foreign languages is developed and introduced into the educational process of institutions of higher education (author's special course “Formation of self-educational competence of future foreign language teachers”, distance course “Formation of self-educational competence of future students of foreign languages”, “Future teachers’ plan of self -education in foreign languages”, portfolio, complex training “Motivation and self-motivation”).
