The issues of professional training of future teachers of choreographic disciplines have always aroused the researchers’ interest. A number of historical and pedagogical, experimental studies highlight the issues of training, forming the readiness of specialists in choreography. However, comparative studies, where the comparing of the experience of the leading countries of the world in training specialists in a particular specialty is progressive and contributes to the adaptation of the best practices in the work of the higher education institutions, are gaining significant demand among scientists. The training of future choreography teachers in the People’s Republic of China (PRC) is of interest in terms of the traditions that have accumulated in this country over the centuries. The purpose of the article is to determine the components of the competence paradigm of the choreography teacher of the People’s Republic of China for the purpose of their implementation in the progressive experience of training choreographers in Ukraine. The methodological basis of the research has a complex nature, combining the following methods: historical, system and analytical, contextual, comparative. Results. Based on the study of literature, the authors of the article determined that the training future teachers of choreography for professional activities is an integral, holistic creation of the personality of a specialist, which includes readiness to carry out professional activities on the basis of special choreographic knowledge (history, theory and practice of choreographic art, methods of implementation and teaching different types of choreography (classical, modern, folk stage dance, etc.), modern directions of choreographic art); skills (choreographic skills, the ability to use the basics of the theory and methodology of choreography in innovative professional activities, to improvise, design and implement the educational process of choreographic training, taking into account the sociocultural situation and the level of development of the choreographic abilities of the children’s choreographic group in the education system in real and virtual fashionable dance movements, create dance repertoire of different levels of complexity in accordance with the social and cultural needs of society); abilities (artistic and creative, artistic and aesthetic, artistic and mental, artistic literacy, team building, selfdevelopment based on the reflection of the results of their professional activities, the ability to use educational and communication technologies, find and use information from various sources (electronic, written, archival and oral)); professional and personal qualities (creative independence, performance and emotional mobility, stage improvisation, tolerance, empathy, spirituality, etc.). Conclusions. It is determined that in addition to the knowledge, skills, abilities and qualities indicated above, the competent paradigm of the future teacher of choreography is cultural, cross-cultural, artistic, professional-artistic and artistic-stage competence

competence, training, teacher, choreographer, the PRC