In the context of the transition of the higher education system to credit-module teaching technologies, the organization of independent learning of students and their orientation to the active learning process is of urgent importance. The purpose of this article is to scientifically and theoretically substantiate the specific pedagogical and psychological characteristics of improving the facilitator competencies of future teachers of the subject "Education" in the credit-module system and to develop practical recommendations. In the research process, scientific literature analysis, pedagogical observation, comparative analysis, as well as psychological diagnostic methods for studying the socio-emotional intelligence of a person were used. Based on the results obtained, the elements of important psychological characteristics (empathy, emotional stability, reflexivity) and pedagogical skills (ability to hear the student, encouraging independent thinking, providing motivation) characteristic of a facilitator-teacher were systematized.