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Didactic system of formation of research competence of the future biology teachers is defined as a unity of interrelated and interdependent blocks: motivational and purposeoriented, substantial, activity-oriented and diagnostically-resultant. These blocks are connected by the same functional aim and unity of governing, and together they create the inner structure and the hierarchy of this system. The peculiarities of these blocks and the way they reciprocate with each other and the surroundings create the functioning of the system.The main factors that show and analyze the process of acquiring the research competence by the future biology teachers are defined within the scope of motivational and purpose-oriented block. These factors are social demand and personal motivation. Suitable approaches to the studying process and didactic principles that contribute to formation of research competence are outlined in this article.In the substantial block the components of research competence are defined, and the abilities students need to acquire are outlined through these components. This, in its turn, determines the content of vocational training. The conditions, methods and means of studying, forms of organization of educational process and the stages conducive to the formation of research competence of the future biology teachers are described in activity-oriented block.The criteria, indicators and stages of formation of research competence are defined in diagnostically-resultant block. Didactic system of formation of research competence of future biology teachers is given.The approbation of this didactic system in the process of vocational training of the future teacher of other fields of environmental studies is in prospect.

paradigm in linguistics (cultural, cognitive principle). These basic theoretical positions determine all other components of the teaching system: volume of the educational material and the degree of its scientific-theoretical complexity, selection of linguistic concepts, choice of methods of teaching, forms of organization of the educational process, informationmethodological and material-technical support for the preparation of the future teachers of philology, control system, etc. Taking into account the presented system of principles of studying the disciplines of the linguistic cycle, a model of training of a specialist in literature is being built at the university. Therefore, knowledge and observance of these principles is an integral part of professional competence of the university teacher. The subject of further discussion may be the questions of formation of the future teachers of the university by undergraduates -ideas about the principles described in the article.

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