Thе thesis elucidates theoretical and methodological principles of the study of the phenomenon of socioecological competence of teacher, substantiates conceptual principles of the formation of socioecological competence of teachers in the system of post-diploma pedagogical education. It presents the elaborated model and the technology of forming the socioecological competence of teachers in the system of post-diploma pedagogical education. The structural-functional orientation of the model is embodied in the characteristics of the components and means of forming the socioecological competence (structural aspect); organization, integrity of the process of forming the socioecological competence as a mirroring of relationship between its components (content, forms of organization of teaching, basic stages) for the achievement of a concrete goal ( functional aspect). The experimental model is clear cut structure of interdependent components (motivational-target, cognitive, socioecological-behavioral); it includes estimate-criterion principle of the phenomenon in question; criteria (functional-information; competence-oriented; activity-technological), indices of their manifestation, levels of formedness of the socioecological competence of teachers in the system of post-diploma pedagogical education (passive-reproductive, search-active, comprehensive-pragmatist), envisages introduction of the formation technology that contains the conceptual basis, content and processual components, complex-methodological support through representation of the totality of pedagogical conditions, which ensures relationship between the qualification improvement courses and the course period.. The phenomenon of teacher's socioecological competence is revealed as an integrative self-educational quality with formed complex of socioecological knowledge, skills and habits, individual attitudes, valuable orientations, experience and values, which are realized situationally in native surround and life environment of teacher existence with actualization of ability to take decisions, take actions, and be responsible for taken actions, understand consequences, create favorable environment for comfortable existence around the society. Socioecological competence of teacher as a complex and dynamic formation is represented by interaction of subjective and objective reality and specified in motivational-target, cognitive socioecological-behavioral components. Definition of term "ecological competence" is clarified, and interpreted as readiness and ability of people to practical decisions of ecological tasks, presence in this human of some personal qualities in connection with necessary storage of knowledge and skills for effective and advisedly action in difficult situations, which appear in different fields of activity and ability to find right and advisedly ways of solution; definition "health-saving competence" is considered as summation of physical and intellectual qualities, human's property which are necessary for own and effective solutions of different life situations, creating better conditions for yourself, your health and constructive interaction with others. "Fasiliative environment" is defined as created environment of pedagogical interaction, special type of pedagogical activity, goal of which is help to understand that listener is self-valued, with support of desire to self-development, self-realization, self-improvement, promote self-grove-up, reveal abilities of knowledge, actualize valuable attitude for eco-environment "healthy school - favorable eco-environment" - this environment is environment of realization socioecological self-attitudes and valuable realizations, which are created in high school, school educational-research area, or school space with some kinds of plants. Authorial technology of forming socio-ecological competence consist of: conceptual basis, content and procedural parts and complex-methodological implementation. Conceptual basis of technology contains description of conceptual ideas and theoretical-methodological principles of socio-ecological competence formation. Content part defines goal reference points of authorial technology of socio-ecological competence formation in teachers of post-graduate educational pedagogic system and values, content of educational materials, special curses and modules (invariant and variative), educational programs with ability of choice, in measures of post-graduate qualification elevation in institute of post-graduate pedagogical education IPPE. Procedural part of authorial technology of socio-ecological competence formation in teachers describes technological process realization in post-graduate educational system, such as defines stages of its organization; methods and forms of activity in all subjects, provide diagnostic and monitoring of intermediate and final results of application. Complex-methodological implementation involves educational programs of specialized courses, complex-methodological provisioning for creation of individual educational routes socioecological competence formation in teachers of post-graduate pedagogical system. The thesis presents analysis of the results and proves productivity of the technology of forming socioecological competence of teachers in the system of post-diploma pedagogical education.
