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The article studies the problem of professional training of FL teachers in modern conditions. Special attention is paid to the formation of foreign language professional competence. Based on the analysis of the current competence deficits of FL teachers, as well as the use of data within the framework of the project of the national system of teacher growth (NSTG), it was found that more than 20% of teachers have insufficient methodological training in the context of the use of innovative pedagogical technologies. This determines the urgency of the problem of improving the quality of professional training and the need to find ways to solve this problem on a national scale. In accordance with the main indicators of program documents, there should be an increase in the level of professional skills of 50 % of pedagogical workers, the creation of a network of centers for continuous training in all regions of Russia, the participation of 70 % of teachers under the age of 35 in various forms of support and accompanying them in the first 3 years of work by 2024. As a research task, the authors identified an attempt to find the most favorable ways of interaction between a pedagogical university and secondary educational institutions. The characteristic features of the basic models of the basic school are highlighted and described. In the work the authors analyze the existing experience of cooperation with the school and focus on the resource center as one of the models of the basic school and the optimal form of interaction between the university and the school aimed at improving the professional training of teachers of foreign languages.