Introduction. The article substantiates the urgency of a target supervision process for improving the efficiency of training of a foreign language future teachers during their pedagogical practice. The purpose of this article is to present the results of research on the professional competence formation of future teachers of a foreign language by including the resource of supervision into the educational process.

Materials and methods. Theoretical and empirical methods of psychology and pedagogy were used, which choice was due to the subject of our research. The analysis of philosophical, psychological, pedagogical, scientific and methodical literature on the research problem, normative documentation and legislative acts of the Ministry of Education and Science of the Russian Federation was carried out, empirical materials were generalized; a systematic approach is used to disclose the essence of the problem and formulate a conceptual and terminological apparatus of the work.

Results. The scale of the inclusion of supervision in modern education is indicated. The essence, forms and structure of supervision as the most important emergent component of professional competences formation of a foreign language future teacher are revealed, the analysis of the activity content is determined and the algorithm of the supervisor and the future teacher’s work is defined, the model of professional competences formation of future teachers of a foreign language by means of supervision is developed, the capabilities of the supervision resource for enhancing quality of vocational training are identified.

Discussion. In modern conditions the pedagogical practice should be a progressive form of professional training of a foreign language future teacher, aimed at the formation of professional competences, the acquisition of practical knowledge, skills and habits; accumulation of personal experience in pedagogical activity and professional mobility; mastering of modern training methods and technologies. The inclusion of supervision in the pedagogical practice will strengthen the practical training of a foreign language future teachers.

Conclusion. The inclusion of a supervision resource into the educational process promotes the effective professional competences development of future teachers of a foreign language and leads to an improvement in the quality of vocational training.

Acknowledgments.Работа выполнена при финансовой поддержке ФГБОУ ВО «Мордовский государственный педагогический институт имени М.Е. Евсевьева» по договору на выполнение НИР No 1/330 от 04 июля 2018 г. по теме «Теория и практика подготовки специалистов в высшем образовании».

• The notion of supervision is defined, the essential features of its inclusion into the educational process for the professional competences formation of the future teacher of a foreign language are analyzed;

• The model of the professional competences formation of future teachers of a foreign language through supervision is developed and described;

•  The opportunities of the supervision resource for improving the quality of vocational training are revealed

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