Phenomenon of professional mobility of the teacher facilitator against the background of the requirements of the professional standard “Specialist in the field of education” is considered. An applicability of the investigation of the professional mobility of the teacher facilitator is stressed due to the purpose modification of occupational characteristics, change of the social demand on the professional competences. The article examines sociocultural environment as a set of common rules and standards, value and sense based orientations, traditions and innovations, which society possesses and each particular person for interaction with people and the world in the space of their daily living activities. Accent has been put on the value and sense base of intergenerational interactions for the development of an effective educational and upbringing space. The necessity of the development of the features of the professional mobility of a teacher facilitator in the context of prefigurative type of culture is underlined. Following on from the structure of professional mobility, designed by Kipina O. A., main components of professional activity of a teacher -facilitator of a modern educational institution were examined. It was shown that the individual activity of a teacher-facilitator reveals when conditions are created for the transformation of the surrounded reality to the comprehensible and effective platform of personal development of the students in accordance to the aims and tasks of school program of education. An adaptibility is characterized as a feature of a teacher — facilitator to adapt by himself in a fast and effective way and to adapt surrounding conditions of educational environment to acceptable regime and style of work following professional requirements. It is noticed that creativity in the work of a teacher facilitator is a principal instrument in building the interaction in child-adult society, and it is expressed in searching and finding of new modern forms of organization of leisure time of students, implementing non-conventional projects and events. The authors suggest that the ground for the development of professional mobility of a teacher-facilitator is the process of conscious, personal and professional changes, which are demonstrated in the development of professional competences, increase of motivation to self-development, acquiring new methodology and technology of education and upbringing. A suggestion is given that the development of professional mobility of a teacher -facilitator in the modern socio-cultural conditions is promoted by the high level of personal adaptivity, deep social and intellectual culture, creative initiative, stable motivation to professional development, designing individual professional path.

Keywords: professional mobility, education and upbringing space, culture of intergeneration interaction, individual professional path.