The article is devoted to the study of the content of the technology of forming the professional competence of a future music teacher in a choral class.

The research uses a set of methods of scientific cognition, namely: analysis of philosophical, psychological, pedagogical, musical, choral literature, content analysis of the basic concepts of research, observation, introspection, self-assessment, conversations. In the course of the research, a terminological analysis of the concepts of "professional competencies" and "the content of the technology for the formation of professional competence" was carried out, their similarities and distinctive features were revealed. Based on the data obtained, the author's approach to the interpretation of these definitions is formulated. In the process of considering the features of the organization of the learning process in the choral classroom as an effective technology for the formation of the professional competence of a music teacher in working with the choir, the essential characteristics of this process are indicated. The main of these characteristics are communication, professionalism and competence. From a methodological point of view, an algorithm for creating a singing choral environment has been formalized, which includes 5 main stages. In order to justify the expediency of using in the process of preparing future music teachers to work with the choir, different types of educational environments (informal environment, traditional environment, cooperative environment, highly organized environment) are considered, their capabilities and the level of compliance with the professional approach are highlighted. Thanks to the communicative environment in the choral class, positive self-education and self-control skills of future music teachers are developed, the ability to plan their activities and the activities of the collective as a whole is developed, communicative abilities are formed, which leads to effective interaction with other students, the motivation of educational activities increases, the ability to enter into dialogue is improved.