Abstract
The purpose of the study is to substantiate the need for a logical-epistemological construction of a conceptual model of the relationship between methodological culture and the worldview of a university teacher. The novelty of the work lies in identifying the typological and epistemological construct as the basis of the understanding thinking of the teacher, actively influencing the essence of his educational activity. As a result of the study, the psychological and pedagogical intentionality of the construct is specified in the dialectic of methodological form and worldview content. It is proved that in the intellectual discourse of thought-activity practice, the teacher's professional competence is expressed by the educational alloy of his methodological knowledge and ideological and moral conviction.
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