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The facilitative competence of a teacher consists of five components (arts): the art of respect, the art of understanding, the art of help and support, the art of contract and the art of being yourself.

Like any integrative personality education, facilitative competence has a complex structure and includes motivational, cognitive, operational-active and reflective components. Competencies, having an effective, practice-oriented nature, in addition to a system of theoretical and practical knowledge, also include cognitive and operational-technological components.

Thus, the facilitator is characterized by the ability to holistic vision of the results of his activities, self-education, self-development and self-realization, overcoming difficulties, identifying and eliminating their causes in the learning process. Considering the formation of facilitative competence of future teachers — students of pedagogical faculties, it should be noted that professional competence at a student age depends on a combination of conditions, among which, as researchers note, the educational space that is forming in a university is a determining factor.

Educational environment, its features and safety; the activities of the psychological service aimed at the humanization of the educational environment; favorable psychological climate; Facilitative orientation and authority of teachers of the educational institution and teachers of schools in which students are trained: this is a powerful common basic factor in the formation of facilitative competence.

Avdeeva I. N. Sense installations of the teacher-facilitator: basic content and ways of formation // World of Psychology. 2013. No. 3. P. 177-190.

Schwarz R. The Skilled Facilitator Approach // The IAF Handbook of Group Facilitation / Ed. by S. Schuman. San Francisco: Jossey-Bass, 2005. P. 21–34.

Shakhmatova, O. N. Pedagogical Facilitation: Features of Formation and Development // Scientific Research in Education. 2006, No. 3, P. 118-125.