The study aims to establish the level of sociolinguistic sensitivity to the use of homonymic borrowings as a source of «professional competence» of a teacher philologist, as well as to consider the dynamics of development of ideas about Ukrainian communicative vocabulary and terminological apparatus in the teaching profession; also, to determine the main stages in the implementation of communicative activities of a teacher in teaching. The result is an increase in dynamic representation, moving away from the conservative, on the use of terminology in the standards of professional communication of the teacher and the high level of possession of borrowings as a source of homonyms.
