Introduction. The authors consider in the article pedagogical possibilities of training for the purpose of forming future foreign language teachers’ professional and pedagogical attraction. The main objective of the article is to substantiate the integration of training into the traditional educational process for the formation of “soft skills” that increase the level of formation of professional and pedagogical attraction in practical activities. Future teachers learn to use the most effective forms of presenting educational material, create a collaborative environment, show empathy to the manifestation of emotions and reactions of students and select the most adequate methods of work in a specific target group.

Materials and methods. The set goals were achieved by integrating the training “My Professional Attraction” into the traditional educational process, which contributed to immersion in solving professional and pedagogical situations. The main work was aimed at removing educational barriers and psychological stress, future teachers tested different styles of pedagogical communication and searched for ways out of pedagogically difficult situations with minimal losses for their professional and pedagogical attraction. The main vector of activity was aimed at maintaining the attention of students and their disposition to oneself in order to ensure personal inclusion in the process of co-creation and cooperation.

Results. Experience in training future foreign language teachers for pedagogical activity confirms the efficiency of training for the transition from quasi-professional to professional activity. Formation of professional and pedagogical attraction has a complex character and includes three modules: cognitive, activity-oriented and reflexive-evaluative, which set the professional context. Future foreign language teachers learn to establish contact, choose communication styles, find an individual approach, which ultimately increases their professional and pedagogical attraction. Thus, they motivate students to further study a foreign language.

Discussion. The authors summarize the results of the analysis of the works of scientists and practicing teachers on the problem of forming teachers’ professional attraction. The authors’ point of view on the possibility of using training as an effective means of forming teachers’ professional attraction is consistent with the positions of the pedagogical community on this issue. The importance of observing a number of didactic requirements for the organization and conduct of trainings is emphasized. It is concluded that relying on these didactic requirements in the course of organizing training work with students allowed the authors of the article to increase the efficiency of the process of forming future foreign language teachers’ professional attraction.

Conclusion. Formed at the required level, professional and pedagogical attraction helps to create a personally-oriented atmosphere of cooperation, allowing to reveal the creative potential of each student. Formed “soft skills” allow to hold the attention of students, motivate them to productive work and give a personal meaning to the learning process. Cooperation develops into co-creation and promotes didactic resonance of the teacher and students.

The feasibility of integrating the training “My Professional Attraction” into the traditional process of training future foreign language teachers for the formation of professional pedagogical attraction is substantiated;

The advantages of the case method, as well as techniques such as “Addressing the student by name”, “Face is the mirror of the soul”, “Kind words” for the formation of professional and pedagogical attraction at a higher level are identified;

Optimal structure of the training including three modules has been identified, which allows the formation of “soft skills” at a higher level and ultimately increases the level of future foreign language teachers’ professional and pedagogical attraction. 

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