Introduction. The article indicates the relevance of implementation of the collaborative orientation of training future foreign language teachers for professional activities, the implementation of which will allow them to form the necessary professional qualities and will contribute to the formation and development of the ability to find the most adequate ways to solve the tasks without going beyond professional ethics and in accordance with social demand of society.

Materials and methods. The article reflects the didactic solutions for the implementation of the collaborative orientation of future foreign language teachers’ training, allowing the distribution of functions between all subjects of the educational process to complete the task. A single value-oriented space makes possible the implementation of theme-centered interaction when creating videos, as well as integrating elements of art interaction into the educational process through music, painting, literature and acting. The use of such group forms of work contributes to the personal inclusion of future foreign language teachers in collaboration activities.

Results. The main characteristic features of the use of group forms of work in order to implement the collaborative orientation of future foreign language teachers’ training are the atmosphere of cooperation, the division of functional responsibilities within the group, work at a comfortable tempo, which allows students to interact constructively not only with each other, but also with the teacher, solving the set tasks. Of particular importance is the final individual and group reflection.

Discussion. Comparison and analysis of the points of view of scientists and practitioners on the problem of the collaborative orientation of the educational process confirmed the importance of pedagogical collaboration for the formation of students' ability and readiness for effective teamwork, as well as for successful communication with various subjects of the educational process. Most scientists note that the collaborative orientation of the educational process contributes to the creation of an atmosphere of cooperation in the classroom and makes it possible to intensify the educational and cognitive activity of students. An analysis of various methodological positions confirmed that the provisions set forth by the authors in this article are basically consistent with the points of view of other authors.

Conclusion. The need for high-quality training of future foreign language teachers for professional activities determined the creation of a collaborative orientation of the educational process, which contributed to the optimization of educational and cognitive activities, students' awareness of themselves as an important subject of the educational process and, consequently, the formation of significant professional value orientations.

The relevance of creating a collaborative pedagogical environment for training future foreign language teachers for professional activities at a higher level has been proved;

Group forms of work were tested to create a collaborative orientation in the professional training of future foreign language teachers, which corresponds to the educational needs of students and the social demand of society.

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