The urgency of the topic is provoked by innovative processes in the system of higher education, including increasing requirements for the professional activity of HEI teachers. The educators play a major role in the system of modernization of higher education. Thus, there is a need to improve the theoretical and methodological foundations of teachers` training in higher education institutions. The need to perform professional activities in rapidly changing and non- standard conditions raises the self-organization competence forming of a higher education teacher in professional activities.The survey results of teachers-practitioners and undergraduates on self-organization in professional activity are presented. The generalized indicators of formation of levels of self- organization competence in experimental and control groups are shown in professional activity. The difficulties of self-organization in educational work are identified, namely: insufficient development of activity planning skills; improper level of self-reflection processes, self-regulation activity; the problem of rational distribution of internal and external resources; the presence of organizational difficulties in non-standard life situations.The following components of the methodical system of future higher education teachers contextual training in self-organization during professional activity are determined: theoretical and methodical basis (educational professional program, educational and working programs, syllabi of educational disciplines, instructive-methodical materials, manuals, cases), organizational pedagogical tools, forms, methods), methods of implementation (subject-reflexive and context-design strategies). The organizational and pedagogical principles, principles and algorithm of contextual preparation of future higher education teachers to self-organization in professional activity.