The system of teacher professional training is currently focused on changing approaches to the
organization of the practical component. A competence approach involves the evaluation of educational
outcomes from the perspective of competence development. The purpose of this article
is to determine the levels of competence formation among student teachers to identify the main
competence components of further professional development. The study involved the assessment
of 132 reports on master's work following the results of pedagogical practice. The analysis enabled
the identification of the problem areas in competence formation. The article presents the system of
competency assessment developed by the authors during the undergraduates’ teaching practice. It
offers recommendations for improving the basic professional educational programs, for changes
both in the structure of the module itself and in the order of mastering the modules.