Object: the process of professional training of future foreign language teachers in higher education institutions; purpose: to scientifically substantiate and experimentally test the pedagogical conditions for the formation of tutoring competence of future foreign language teachers in the process of professional training; methods: theoretical: analysis, synthesis and generalization of scientific literature to clarify the essence of the basic concepts of research, study the state of development of the problem of formation of tutoring competence of future teachers in pedagogical discourse, clarifying its structure, components, criteria, indicators and levels of formation; induction, deduction, comparison and abstraction to substantiate the pedagogical conditions for the formation of tutoring competence; empirical: pedagogical observation, questionnaires, testing, interviews, conversation, analysis of creative products, the method of expert assessments to study the current state of formation of tutoring competence in future teachers; pedagogical experiment to test the effectiveness of certain pedagogical conditions for the formation of tutoring competence of future foreign language teachers; mathematical methods of statistical processing: quantitative and qualitative analysis of experimental data for processing the results of experimental research; Pearson's agreement criterion to assess the statistical significance of the results; the scientific novelty is that, for the first time, it has been developed the structural components of tutor competence of future teachers of foreign languages (motivational-value, cognitive, operative, person-reflexive), criteria of formation (motivational, theoretical, practical, reflexive), the corresponding indicators and levels (high, medium, low); it has been theoretically justified and experimentally examined the pedagogical conditions to form tutor competence of future foreign language teachers in the professional training process (creating stimulating educational environment in institutions of higher education, favorable formation of tutor competence; in the content of educational components (subjects, course papers, pedagogical practice), representation of the professional cycle to train foreign language teachers the specificity of tutor’s work and introduction of the subject «Basics of tutoring in educational institutions»; using interactive technologies of education in the process to form tutor competence); we have specified the conceptual-category apparatus of the research, namely “professional teacher’s training”, “tutor”, “tutor activity”, “tutor assistance”, “individual educational programme”, “individual educational trajectory”, “individual educational route”, “tutor’s position”, “competence”, “tutor’s competence”; the matter, content of the specificity of teacher-tutor’s activity; we have further developed forms, methods and means of professional training of future foreign language teachers in institutions of higher education.
