Philosophic-methodological and psychological-pedagogical fundamentals of research in formation of teacher’s self-educational competence

The article is devoted to the problem of teacher’s self-educational competence. The synergetic conception of selforganization and existentialism are considered as philosophical bases of teacher’s self-educational competence. Psychological-pedagogical grounds for teacher’s self-educational competence are revealed by the synthesis of the theory of lifelong education and andragogic teaching model. As a result of conceptualization of the concept «self-educational competence», integration and polyfunctionality of self-educational competence components are allocated.