Introduction. Currently, various aspects of subjectivity of specialists in many spheres of social and economic life of society are in the focus of attention of sociologists, philosophers, psychologists, and educators. The interest of researchers in the problem of formation of subjectivity of a teacher is due to the need to improve the quality of training the teaching staff for all levels of domestic education and the growth of professional requirements for a teacher as a subject of the educational process. The issue of subjectivity of a future foreign language teacher has received the least coverage in scientific literature, although the effectiveness of teaching a foreign language largely depends on the degree of its development. The purpose of this article is to determine the essence of subjectivity of a future foreign language teacher and its formation in the process of professional training at a university.

Materials and methods. The main research method used in this article is the method of analysis and interpretation of psychological and pedagogical literature on the issues of professional training of a foreign language teacher in a pedagogical university, the formation of professional subjectivity of a teacher in general and a foreign language teacher in particular. In addition, the paper is based on the methods of pedagogical observation, as well as generalization of the professional experience of the authors as teachers of a higher pedagogical school.

Results. The definition of subjectivity in relation to the professional development of a future foreign language teacher is clarified. The content of the components of the subjectivity structure is considered taking into account the specifics of the professional activity of a foreign language teacher. Specific conditions for the formation of the subjectivity of a foreign language teacher are identified: firstly, his subjectivity is determined by the features of his inherent intercultural foreign language activity; secondly, in the process of developing the subjectivity of a professional personality, a secondary linguistic personality develops, allowing the future foreign language teacher to carry out interlingual communication.

Discussion. At present, the subjectivity of a future foreign language teacher is to some extent vulnerable due to the frequent criticism of the cultures and languages of states unfriendly to our country. The confidence of a foreign language teacher who takes a firm civic position can be reinforced by the support of the whole society for the ideas of dialogue of cultures and the interconnection of cultural communities, rejection of the tendency to "cancel cultures" and a critical approach to borrowing elements from "foreign" societies.

Conclusion. Such personal formation as subjectivity formed in a future foreign language teacher is, in turn, a condition for the manifestation of subjectivity by students. The resulting subject-subject relations between students and the teacher in the educational process can be assessed as the development of democratic tendencies, which are an objective necessity within the framework of modern educational policy in Russia.

The subjectivity of the future foreign language teacher is a factor in effective foreign language education;

The specificity of the subjectivity of the future foreign language teacher lies in its dual nature, since it is determined not only by the professional personality of the teacher as a whole, but also by his secondary linguistic personality and the intercultural component in the composition of his activities.

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