Introduction. The article substantiates the relevance of solution to the problem of monitoring of practical-oriented competences of the future teacher-psychologist in conditions of confrontation of trends for fundamentalization, specialization and professionalization, which set the vector of modern psychological and pedagogical personnel training for the upcoming professional activity. On the basis of structural analysis and modeling, the content of practical-oriented competences of the future teacher-psychologist, taking into account the peculiarities of their development at the levels of bachelor and master degrees, the authors highlight the features of monitoring their formation, considering their origin and genesis at the higher educational stage of professional training. The aim of the article is to identify and characterize the features of the higher educational stage of monitoring of practical-oriented competences of the teacher- psychologist.

Materials and methods. The materials for the study are the models of the educational psychologist competences, identified in the existing educational and professional standards, and modern higher education monitoring models. The main methods of study are theoretical analysis of scientific literature, structural analysis of practical-oriented competences of the future teacher-psychologist, substantiation of the higher education model of monitoring, generalization of features of the higher educational stage of monitoring of practical-oriented competences of the teacher-psychologist.

Results. The structure and content of practical-oriented competences of the future teacher-psychologist taking into account their features at the levels of bachelor and master degrees are substantiated. Theoretical model for monitoring the formation of practical-oriented competences of the future teacher-psychologist are created; the features of their monitoring at the institution of higher education are highlighted.

Discussion. The authors reveal inconsistency of educational and professional standards, according to which the institutions of higher education provide the training of psychological and pedagogical personnel. Also they uphold the idea of harmonization of trends for fundamentalization, specialization and professionalization of the content of education in the process of training of modern teacher-psychologist through the development of practical-oriented competences. The necessity of improving the higher educational stage of monitoring the formation of practical-oriented competences of the future teacher-psychologist is substantiated, the experience of its implementation is generalized.

Conclusion. The researchers prove the idea that the features of monitoring of practical-oriented competences of the future teacher-psychologist are caused by the features of their origin and genesis. The formalized assessment of the competences studied in the context of the solution quality of the professional tasks allows to judge about the mastery of the content elements of professional training from which they are composed and about the state of their integration process.

• The necessity of harmonization of trends for fundamentalization, specialization and professionalization of the content of education in the process of training of modern teacher-psychologist through the development of practical-oriented competences is substantiated;
• The higher education model of monitoring of practical-oriented competences of the future teacher-psychologist is characterized; the features of the higher educational stage of monitoring the studied competences are highlighted. 

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