Abstract
This article discusses aspects of formation of linguo-professional competence among students of the pedagogical faculty of foreign languages. In this regard, under the contemporary conditions of globalization and integration of education systems, the training of competitive foreign language teachers holds particular importance. In connection with new requirements for graduates of linguistic universities, there is a need to train a new generation of teaching staff capable of professional communication in various fields. The professional standard sets the foundations for developing educational programs for training Foreign language teachers, and provides conditions for their continuous professional development. One of the most important components of future teachers’ professional preparation is the formation of linguo-professional competence (LPC), which, in addition to foreign language competency, includes the ability to apply it in pedagogical and professionally oriented communication environments. The aim of this study is to analyze the relationship between problem-based learning and the formation of linguo-professional competence of future foreign language teachers by conducting a survey among fourth-year students of the Foreign Languages Teacher Training Faculty who completed the training in the discipline “Communicative Specialized Practicum”. The article examines how problem-solving tasks and activities contribute to the mastering of linguo-professional skills in future language teachers, highlighting important definitions, research, and findings.