Abstract: Traditionally the content of a teacher’s and students’ activity is still determined by the purposes of formation of strong scientific-objective knowledge among the students. The total of the received knowledge in the form of ready techniques and the fragmentary experience of its application are just the conditions of professional formation but don’t allow a specialist perform professional-constructive activity in the pedagogical reality. To solve the problem of formation of gender competence a teacher should be involved in a special directional activity; there is a need in special methodological and didactic work. Gender knowledge in the professional preparation of a teacher may become an achievement of a student’s mind only if he has an opportunity to find this knowledge in his own activity. All the abovementioned determine the claims that are declared for the selection of technologies of formation of gender competence of a modern teacher.