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The analysis of scientific works proved that, in general, the concept of “culture”, as a terminological unit, acquires various “specialist” or so-called “professional” colours in various fields of scientific research. It was revealed that the concept of “professional culture” is understudied in the system of training future teachers of professional education. The aim of the study was to determine the essence of the professional culture of future pedagogues of vocational training based on the specifics of the professional activity of a specialist in the field of “Vocational Education (Design)”. The author’s understanding of the essence of the professional culture of future pedagogues of professional training in the field of design is formulated, based on the general understanding of the concept of “professional culture” in the following interpretation: it is a specific subsystem of general culture, a systemic and holistic unity of cultural and social experience regarding the ways and means of interaction between generations, socio-cultural and value traditions professional activity and personal achievements of mankind. The professional culture of future pedagogues of professional training in the field of design is interpreted as follows: it is a specific type of professional and pedagogical culture, a universal (basic) characteristic of pedagogical reality, which reflects (decodes) specific markers of pedagogical activity and functions in the plane of both pedagogical (educational, didactic, developmental) and purely professional (design, construction, project, technological) self-realization of the teacher as a specialist and subject of professional activity.

Educational space of a higher education institution constantly and continuously influences student’s personality as well as his / her developing as a competent specialist. The research was aimed at substantiating pedagogical technologies that optimize the process of forming students’ foreign-language professional competence within the educational space of a higher education institution. Theoretical (analysis, synthesis, comparison, systematization, pedagogical modelling), empirical (observation, pedagogical experiment, peer review method, reflexive evaluation method) and statistical methods were applied to achieve the set goal. Educational space of a higher education institution is defined as a purposefully created, methodically provided continuum of students’ foreign-language professional communication under conditions of which the development of their personality and effective formation of their foreign-language professional competence take place. Foreign-language professional competence as an integrative personality trait, determined by the synthesis of knowledge and skills, professional and life experience, values that ensure long-term readiness and ability to pursue professional activity in a foreign language, is developed effectively if the educational space of a higher education institution is multilingual and multicultural in its nature, broad, rich in foreign-language professional content, open, directed outwards. When designing educational space, it is necessary to rationally combine educational and non-educational components, provide in-class and out-of-class / extracurricular foreign-language educational and cognitive activities of students, use facilities of virtual educational environment, apply technics of contextual teaching, implement imitative and playing activities, interactive forms of training (games, project activity, case-study). In-class educational activity influences such components of foreign-language competence as “knowledge” and “skills”, whereas an extracurricular one aims at forming “values” and “experience”.