Introduction. A notable trend in modern higher education is the integration of media education into professional training programs for students. The expansion of the influence of the media, the digitalization of the educational space, almost unlimited

access to information sources — all these are factors that make it necessary to include media competence in the list of professional pedagogical competencies of a future teacher. The purpose of the article is to define the concept of media competence of a future foreign language teacher, to identify its structure and content, as well as ways of development.

Materials and methods. The study widely uses the method of analyzing scientific psychological and pedagogical literature on the problems of foreign language education, media education, and the development of media competence of a future foreign language teacher. In addition, the authors resort to generalization and reflection of their own pedagogical experience in higher education as foreign language teachers. The theoretical research is supplemented by the results of a survey of students and teachers as participants in a foreign language educational process, within which media activities are taught.

Results. Based on the analysis of theoretical sources and the authors’ pedagogical activity, the definition of media competence of the future foreign language teacher is formulated. A model of media competence based on an integral approach is presented. The content (knowledge and skills) of all four sectors of this model is determined. A survey of senior students and teachers of the Faculty of Foreign Languages was conducted on the need to include elements of media education in the foreign language educational process and the respondents' satisfaction with the list of relevant knowledge and skills.

Discussion. As a result of the study, directions for the development of media competence within the framework of the educational process are outlined. The need to turn to foreign language education is due to the fact that a foreign language teacher, unlike those teaching other disciplines, has more opportunities to access sources of media information, to use it in their pedagogical activities and, thus, to influence students.

Conclusion. The study of pedagogical literature, the results of the survey of teachers and students showed that a foreign language teacher should be a media-educated professional with a high level of media competence. The mechanism of speech activity underlying the teaching of a foreign language ensures the integrity of foreign language media competence, which unites four sectors identified in accordance with the integral approach.

Media competence of a future foreign language teacher is the readiness and ability to carry out foreign language communication in the media space for educational purposes by means of professional and pedagogical media activities;

Built on the basis of the integral approach of K. Wilber, the model of media competence of a future foreign language teacher is a unity of four sectors: information-cognitive, cultural, personal, social;

The proposed model of media competence of a future foreign language teacher, consisting of four sectors, is the basis for further refinement of their content, i.e. the totality of their knowledge and skills, which may be due to changes in the requirements for a foreign language teacher, the conditions for the functioning of the media space and media technologies, as well as the goals and objectives of the educational process.

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