The article deals with the problems of the formation of  professional and subject competence of future geography teachers. The development of spatial thinking in working with a geographic map and the importance of cartographic competence in the professional growth of teachers determine the relevance of the study. The purpose of this study is to identify the pedagogical formation of cartographic competence of future geography teachers. The research method is the formation of the pedagogical foundations of cartographic competence of future geography teachers through modeling. In determining the problem of the study, a survey was conducted to identify the knowledge of students studying pedagogical orientation about spatial thinking. It is analyzed spatial thinking can be a prerequisite for the formation of cartographic competence. During the study, three problems were identified that affect the formation of cartographic competence: spatial thinking, analysis and understanding of spatial data, and use of cartographic tools. Spatial thinking and cartographic competence are a closely interrelated system. It has been established that working with geographic maps and tools contributes to the formation and development of spatial relationships. The formation of cartographic competence of future geography teachers by creating a system of tasks aimed at spatial thinking and modeling is the practical significance of research work.