Dynamic processes of social and economic life in general and changes in the education system in particular, showed conflicting trends in relation to professionalism. On the one hand, it becomes necessary to deepen professionalization of specialists of any specialty, on the other - there is cross-sectoral integration of knowledge, increasing the importance of integrated skills for professional activities. The study of motivation as a condition of the formation of educational activity involves the determination of its quality characteristics, the impact on learning activities, possible prospects for the development of actualization. The article is devoted to the research of professional competence of the university teacher as a component of encresing motivation to study of the future English teachers. University teacher professional competence includes the following components: a real teacher has to master the knowledge of his/her subjects, to love children, to know their age characteristics, to awaken in the students the desire for knowledge. In order to form positive motives of teaching and learning the teacher must be interested in the subject he/she teaches, has a creative approach to teaching, awareness and broad erudition, be an influential example for the students. Formation of valuable motives of educational activity largely depends on the relationship between the teacher and students, which is regulated by the teacher’s pedagogical tact. It should be noted that the teacher’s involvement of students into interactive learning helps create a favorable psychological climate. The psychological climate reflects the qualitative aspect of interpersonal relations and is a combination of psychological conditions conducive to productive joint activities.
Keywords: competence, motivation, the dominant motif, teaching and learning activities, online learning, psychological climate