Many Russian and foreign researchers note the inability to apply theoretical knowledge in practice, the gap between theory and practice in the context of university studies as one of the reasons of difficulties in the implementation of young teachers’ professional activities. The competence approach implemented in the education system of Russia today offers a solution to this problem through the formation of special, general and key competencies. Primary school teachers’ professional competence also includes a range of private methodological competencies. One of these competencies is linguistic and methodological, which ensures a teacher’s readiness to teach the Russian language to primary school students. Often the value of particular methodological competencies is underestimated. In this article, the importance of linguistic and methodological competence in ensuring the achievement of a new quality of education is revealed through the comparative analysis of two lessons. The purpose of this article is to define strategies and develop tactics for the formation of elementary school teachers’ linguistic and methodological competence in the context of continuous pedagogical education. The leading method of the research was a pedagogical experiment conducted among students and primary school teachers. The article describes the main stages of the experiment, presents the tactics of cognitive and projective strategies implementation in the context of university training for bachelor’s students - future primary school teachers, and advanced courses for primary school teachers. Digital educational resources, distance learning modules, activity-related educational technologies are considered as the main tools and tactics. The materials presented in the article allow increasing the effectiveness of teachers’ professional activity in the field of language education.