The article discusses the author's main provisions of the project-based pedagogical activity of teachers of general education institutions in the system of additional education. The importance of research results on the formation of a teacher’s project competence as a component of a teacher’s professional competence is emphasized.

In recent years, the content of the activities of state educational development institutions, as the main subject of additional pedagogical education, is associated with the retraining of teachers in other subject areas. They are caused by the optimization of schools, the shortage of teaching staff in a number of specialties, the introduction of subject concepts of level certification and new organizational conditions for their implementation, the introduction of professional standards for teaching activities.

Consideration of approaches existing in philosophy, psychology and educational sciences to identifying the essence of a teacher’s project competence allows us to identify a system of important characteristics of a teacher’s project competence, which can become a methodological basis for studying its essence, structure, properties and functions that exist in the basis and context of research activities at school.