Introductory practical training as a means of developing professional competences in future teachers

With the introduction of new federal state educational standards, the requirements for practice- oriented training of future foreign language teachers are increasing, and therefore, special attention is paid to the organization of various types of practices. The article discusses the role and place of educational introductory practical period in the universitysystem of training a foreign language teacher, the issues of its organization and its main stages focused on a set of skills that contribute to the development of professional competencies of future teachers. The article emphasizes the need for earlier immersion of students in professional activities and the formation of a positive professional experience for them. The authors come to the conclusion that introductory practical training is an important component of the process of preparing future teachers of a foreign language for work practice, designed to demonstrate the readiness of graduates for pedagogical interaction with the subjects of the educational process. The generalization of the experience of conducting educational introductory practical training leads the authors to the understanding of the problems that need to be solved in order to improve the organization and content of this type of practical period, which ultimately should help improve the quality of training of future teachers, increase their professional motivation, the formation of their views on teaching and the development of their creative potential.