The article substantiates the theoretical principles of media education and the formation of media literacy of future teachers in the context of their professional and creative development and readiness for media education activities. The theoretical and methodological aspects of media education and media literacy are highlighted and the conceptual principles of training future teachers for the organization of media education of students are outlined. The peculiarities of training future teachers for the formation of media literacy of schoolchildren are characterized. It is noted that in modern conditions, all media influence the educational process as a whole, the formation of public opinion and views, the behavior of an individual and his consciousness, the reaction to relevant information, etc. The media is gradually becoming a source not only of new information, but also of examples of social behavior, examples of interpersonal communication, etc. It is emphasized that media education is a key component of the country's information security, one of the important factors in the formation of a sense of patriotism, national consciousness, historical memory, etc. Emphasis is placed on the need to find new ways, content, and scientific and methodological support for teacher training for the organization of media education of students in the conditions of a globalized information society. It is noted: what Ukraine will be like tomorrow depends largely on the modern level of professional training of future future teachers and their readiness to organize media education of students using modern educational technologies based on a person-oriented approach in a pedagogically comfortable educational environment that will promote intellectual development and self-development personalities of the future media literate teacher. Professional and creative self-realization of a media-educated personality of a teacher is an important indicator of her life activity and success in the professional sphere.