Abstract
The article deals with the problems and analysis of approaches to the definition of digital competence of a foreign language teacher. The relevance of the research problem stems from the need to modify the content of the professional training of a teacher of foreign languages. The research methodology involves the review and consolidation of the papers of both domestic and international scholars studious of this particular domain, enabling us to pinpoint the key concepts. In addition, the article reveals the problems of forming the digital competence of future foreign language teachers, analyzes the extent of development of this concept in the scientific pedagogical literature, determines the main mechanisms of the digital competence formation, and clarifies the components that make up the digital competence of a foreign language teacher. The article offers examples of exercises and tasks based on information and educational resources (analytical and prognostic, situational and communicative, pragmatic and updating, informational and retrieval) aimed at fostering the digital competence of a future foreign language teacher. The developed methodology and tasks were tested in the course of the experimental and practical training during the foreign language classes involving the second-year students, and validated by the experimental work results.