The article reveals the main concept - methodical competence of Ukrainian language teachers of the secondary educational establishment - as the most important component of the professional competency of the language teacher. The dependence of the development of professional competency on the efficient and system activity of language teachers in the subject methodical and scientific-methodical types of activity has been defined. Besides, the development of Ukrainian language philology teachers’ methodical competency has been presented. This competency is connected with a rational combination of traditional methods of study, analysis of certain situations of the interactive technologies of group work, and project study at every stage of the advanced training system, which is built in order to remove difficulties in the subject methodical pedagogues’ activity. The specificity of the professional activity and professional training of a philology teacher consists in the organic integration of psychological-pedagogical and philological components, which are aimed at the formation of linguistic, cultural, pedagogical, psychological, literary, communicative, methodical, digital competences. Modern methodical principles of professional training of future philology teachers are based on the key provisions of linguistics, linguocultural studies, hermeneutics, and pedagogical comparativistics. The article highlights the current trends in the development of pedagogical and philological education in the context of the integration of scientific fields; methodological and methodical principles of training of philology teachers are substantiated; the structural-content, procedural, educational-methodical, normative-legal aspects of the organization of the educational process in the foreign experience were investigated; a comparative pedagogical analysis of models and systems of professional training of philology teachers in Ukrainian and foreign experience was carried out; possibilities of creative use of progressive ideas of foreign experience in the educational space of Ukraine are argued.