Introduction. This article is written in line with a relatively new scientific discipline — pedagogical riskology, which studies the nature of pedagogical risks and their management, models of professional behavior of a teacher in a situation requiring a pedagogical choice. The basic principles of pedagogical risk management can rightfully be extrapolated to the professional activity of a foreign language teacher, which for a number of reasons is in a zone of special risks. This implies the need to develop risk competence in a future foreign language teacher, ensuring that the right pedagogical decision is made in a situation of uncertainty.

Materials and methods. The main methods of this research are the analysis of literature on the problems of professional risks in pedagogy and education, as well as the specifics of professional training of a future foreign language teacher. In addition, a survey was conducted among senior students of the Faculty of Foreign Languages and the Faculty of Primary School Teacher Training, studying in the program “Primary Education. English Language”, as well as interviews to identify their risk competence.

Results. The article describes the factors that determine the risk potential of the professional activity of a foreign language teacher, and identifies the components of his risk competence. The results of a survey of senior year students are presented, indicating their levels of risk competence.

Discussion. A significant coincidence of the list of professional risks compiled by students with teachers’ ideas about the potential risks of the pedagogical activity of a foreign language teacher indicates the fact that both categories of respondents share the same professional mentality. Riskological training of future foreign language teachers is carried out in the unity of theoretical and practical training, as well as reflection and critical analysis of their teaching practice at school.

Conclusion. The repertoire of pedagogical risks of a foreign language teacher includes general professional risks characteristic of the pedagogical activities of teachers of other disciplines, but has certain specifics due to the nature of communicative activities in a foreign language. The professional training of a future foreign language teacher at a pedagogical university should include the formation of risk competence aimed at making optimal pedagogical decisions.

Highlights:

The pedagogical activity of a foreign language teacher is in a special professional risk zone, which implies the need to neutralize the negative consequences of risks and stimulate positive ones;

The risk competence of a future foreign language teacher involves forecasting and identifying possible pedagogical risks in the foreign language educational process, identifying their sources and choosing a method of their prevention or neutralization.

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