Today, highly qualified specialists are in demand in the labor market who are able to effectively plan their activities, rationally use their knowledge in professional activities, effectively communicate with people from different groups to achieve the final result. In this regard, the process of vocational education has also changed – the competence approach has become the leading paradigm in determining the goals and content, results of specialist training. Its main task is not only to provide the future specialist with high-quality knowledge, skills, and skills, but also to create conditions for his professional and personal development, i.e. the formation of professional competence.

The article discusses the theoretical aspects of the formation of professional competence of future teachers-psychologists. The author, based on the analysis and generalization of definitions given to the concepts of "competence", "professional competence", as well as the study of psychological and pedagogical activity, reveals the essence and content of the professional competence of a teacher-psychologist. Cognitive (psychological and pedagogical knowledge) is integrated into the structure of professional competence of a teacher-psychologist; activity (skills and abilities necessary to perform professional functional duties) and personal components (professionally significant qualities and professional orientation of the individual). Indicators of their formation are determined as follows: completeness and effectiveness of professional knowledge; ability to independently solve professional tasks, communicative and organizational abilities; professional motivation and professionally important qualities.

Keywords: competence; professional competence; teacher-psychologist; psychological and pedagogical service; professionally important personal qualities.