Introduction. The article discusses the role of context-  and project-based activity in the training of the future teacher of a foreign language. The authors investigate theoretical foundation of context-based learning and its relationship with project-based technology. On this basis, the students’ context- and project-based activity and its influence on the formation of the methodological competence of the future foreign language teacher are theoretically substantiated and described.

Materials and methods. The main theoretical research methods are the analysis of regulatory documents and scientific literature on the problems of context-based  learning and the application of project-based technology, the generalization of pedagogical experience. The material of the study is the data obtained in the process of students studying the discipline “Methods of teaching the English language”, which is part of the educational program for the preparation of bachelors 44.03.05 Pedagogical education (with two training profiles).

Results. The article develops the theoretical foundations of the formation of methodological competence in the process of context- and project-based activity, presents its stages, models for their implementation and methodological interpretation, types of professional context, as well as results, i.e. aspects of methodological competence.

Discussion. It consists in substantiating the role of context- and project-based activity in the formation of the methodological competence of a future foreign language teacher in the course of his/her professional training.

Conclusion. It is concluded that the holistic nature of the context- and project-based activity as a result of the integration of context-based learning and project-based technology, is an essential factor in the formation of the professional and methodological competence of the future teacher of foreign languages.

Context-based learning associated with professional context, acts as an active form of professional training of the foreign language teacher;

The use of project-based technology ensures the organization and implementation of independent work of students, focused on obtaining a new educational product;

The integration of context-based learning and project-based technology provides a holistic formation of the methodological competence of the teacher of foreign languages.

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