This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.

Obtaining high-quality higher education involves the perfect possession of the conceptual field of the chosen specialty, in particular, the terminology of specialty. Among the qualities that need to be formed in the future biology teacher, ones distinguish terminological competence. However, quite often, students and teachers underestimate the importance of this component of professional competence. The goals of this paper are the identification of the specifics compilation and use of the terminology dictionary as one of the means for shaping the terminological competence of the future teacher and outline the structure of the terminology dictionary from the disciplines of professional orientation on example course "Botany with the basics of geobotany". It is revealed the mastering of professional terms by the future teacher of biology provides the appropriate culture of professional communication. Terminological competence is considered as a component of professional competence and is defined as the ability of a specialist to use special terms in the process of scientific and professional activity. The structure of the terminology dictionary from the discipline "Botany with the basics of geobotany" is outlined; it has a block structure and built on the thematic principle. The system of tasks is given, namely: working out the literature on the specialty, the allocation of the basic and the formulation of the summary pithy characteristic of certain concepts (terms), their fixation, the design a system for the obviousness of terminology (illustration, diagram, chart, intelligence card, infographics, etc.). It is substantiated the formation of terminological competence of future biology teachers is facilitated by special vocabulary work on the assimilation of the etymology of botanical terms, the discovery of their origin from Latin terms, meaningful comparison and intuitive prediction of the content of lexemes.