Introduction. The article is devoted to the implementation into the educational process of such forms and methods of work that create collaborative environment for more successful training of future foreign language teachers for professional activities. Pedagogical collaboration is based on interpersonal, scientific and educational interaction of students in order to ensure the competitiveness of future teachers in the constantly changing conditions of professional and pedagogical activity.

Materials and Methods. The article discusses the case study method, the stages of working with a case, as well as the conditions for its effective application. Particular attention is paid to the role of the teacher, who acts as a coordinator, directing students to independent search for an effective solution. In the process of pedagogical collaboration, future foreign language teachers analyze the problem, critically assess it, move away from stereotypical decisions, assess possible risks, and argue for a collegial decision. Pedagogical collaboration directs the vector of students’ activities into professional and pedagogical activities.

Results. The systematic use of case studies in the educational process at the Faculty of Foreign Languages of the South-Ural State Humanities-Pedagogical University is a prerequisite for pedagogical collaboration, as a result, future foreign language teachers increase the level of formation of foreign language speech communication skills, develop critical thinking, creative abilities, which opens up new horizons for self-realization of students, which in turn contributes to the growth of their methodological potential.

Discussion. The authors compare and analyze the points of view of scientists and teachers-practitioners on the problem of pedagogical collaboration and the use of the case study method to work with students within the collaborative educational environment. The conclusion is made about the importance of collaborative interaction of students for their professional socialization and more successful integration into professional and pedagogical activities. An analysis of various methodological positions confirmed that the provisions set forth by the authors in this article are mainly consistent with the methodological positions and points of view of other authors.

Conclusion. Monitoring the level of training of graduates for the implementation of professional activities indicates an increase in the readiness of graduates of a pedagogical university for professional activities, namely: the development of communicative competence at a higher level, involvement in an active creative process, readiness for collaboration with all subjects of the educational process, which is ensured by means of creation of a pedagogical collaboration environment.

The process of creating a collaborative pedagogical environment was designed for more effectively training of future foreign language teachers for professional activities;

The efficiency of the proposed case-study method, which creates conditions for pedagogical collaboration in order to form professionally significant skills and abilities of future foreign language teachers, has been proved;

Special attention is paid to the role of the teacher-coordinator, who guides students to an independent search for the most appropriate solution, without disturbing the created collaboration environment.

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