The authors have analysed the experience in training prospective teachers in a number of European countries: the United Kingdom, Germany, France, and Denmark. The standards of training, the requirements to the personality of a modern European teacher, the main principles, methods and forms of training prospective teachers as well as the peculiarities of organising and holding teaching internships have been described. A specific feature of teacher training in the UK is the widespread use of searching method, which is a way of democratization and humanization of pedagogical education. The peculiarity of the bachelor teacher training programs in German universities is that they are multivariate, which makes it possible to get a profession that is not related to teaching at school, and specialised, which means that a teacher is trained for a particular type of school. The main trends in teacher training in Germany are: Europeanization, commitment to international initiatives and projects, student mobility, increased role of research activities, and the wide use of modern multimedia technologies. The peculiarity of the Danish teacher training system is the availability of an additional vocational guidance level which can be acquired at higher public schools. The specific feature of training prospective teachers at the universities of France is a wide choice of long-term and short-term study programs and corresponding diplomas. In addition, teachers, like all French education workers, have the status of civil servants. Universities have a flexible schedule of classes, a variety of modules, full-time or part-time study programs, as well as evening courses, in-house and remote training. On the basis of the conducted analysis, the successful experience in professional training of

The article analyzes research and scientific publications on the personal, professional, and pedagogical qualities of a high school teacher. Professional activity is characterized as a special form of highly qualified, mental activity of a creative nature, aimed at learning, comprehensive development of students, the formation of professional knowledge, skills, abilities and education of an active life position. The article describes the main types of communication between teachers and students, components of the psychological and pedagogical structure, professionalism of teachers and their skills. The requirements to the teacher's personality, his creative approach to the work is outlined, the article also reveals the stages of the process of self-improvement and self-development.Teacher's professional competence is a set of professional and personal qualities, which are necessary for successful pedagogical activity. A professionally competent teacher is a professional with a sufficiently high level of pedagogical activities, pedagogical communication. It is somebody who achieves consistently high results in teaching.Professional competence's development is first of all creative individuality, ability to adapt in a changing pedagogical environment. The socio-economic and spiritual development of society directly depends on the professional level of teachers. The changes should take place in the modern education system and make it necessary to improve the qualifications and teacher's professionalism or their professional competence. Their role in the process of professional development is an important part in the innovative activity. Therefore, it is essential for a teacher to be ready for professional development.If it is not enough for a teacher to work in a traditional system to master pedagogical techniques, but also provide educational activities at a professional level and achieve more or less successful learning. In this case teacher is ready to innovation. Thus, competence is not a simple sum of knowledge, skills and abilities. It includes cognitive (knowledge), operational (modes of activity and readiness to carry out activities) and axiological (the presence of certain values) aspects. Competence "is a personal characteristic, a set of knowledge, skills, and flexible thinking, and competence in predetermined requirements for the educational training, curriculum, competence "anatomy"; a set of specific professional or functional characteristics".

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The paper presents the ideas on integration of English language academic writing into the training of Mater of Pharmacy students. The academic literature demonstrates a powerful didactic potential for the development of both language and professional competence of students majoring in pharmacy. This fact is evidenced by the empirical study that demonstrates the finding reflected in students’ graduation academic project performance. As a measurement tools we employed assessment rubrics of the graduate project, content analysis and questionnaire on teachers’ feedback. The participants of the study were students from the Pharmacy faculty and teachers of English for Academic Purposes in cooperation with teachers of pharmacy. Together they outlined the criteria for the texts selection. According to the results, students mastered not only academic writing skills, but also the skills of information processing and evaluation, critical thinking, presentation of information and academic integrity. The paper also presents methodological recommendations on academic texts selection for pharmaceutical students and forms of teachingacademic writing to students of non-linguistic specialties. The results of the study allow to draw the conclusion academic writing course will enhance professional competence and reduce students’ misinterpreting of academic language.