The article reveals modern aspects of pedagogical research on the theory and practice of professional training of future teachers of geography. It is determined that the main approach in the theory and practice of professional training of future teachers of geography is the competence approach, which is reflected in the dissertation research of O. Timets, scientific works of K. Borysenko, G. Gordashevska, L. Pokas. Research subjects are different aspects of training future teachers of geography, set out in particular in the dissertation th Research and G. Popovich, scientifics explorations Y. Babia, A. Rozsokha, B. Chernova, Y. Chikina. The study determined that a comprehensive knowledge of the phenomenon can be investigated on the basis of competence, systems, axiological and personal approaches. The structure of professional competence of future teachers of geography singled out: mapping, procedural and technological, motivation, objective, information research and value-semantic competence. It is revealed that effective formation of professional competence of the future teacher of geography is possible with observance of a complex of organizational and pedagogical conditions. In order to intensify the cognitive activity of students during the study of disciplines of physical and economic-geographical directions, there is a method of formation of local lore and tourist knowledge. Considerable attention is paid to the problem of formation of ecological culture which acquires efficiency under the conditions of observance of the principles of humanization, scientificity, integration, continuity, systematicity, predictability and professional orientation. Prominent place belongs to teaching and practice, which becomes a form of active professionalization of the future teacher of geography in the conditions of direct interaction with nature. The author argues that the computerization and informatization of education contribute to the emergence of new functions of the professional activity of the future teacher of geography. Among the teaching methods preferred information-receptive, reproductive, partially retrieval, troubled, teach lno- Research and presentation of information