The modern educational paradigm is based on such priorities as self-development, self-organization, self-education – the subjective components of the pedagogical space. Nowadays the responsibility of the teacher for the results of their activities is increasing. The teacher must be proficient in the methods of managing educational processes, be able to develop and implement innovative technologies, focusing primarily on the development of students' abilities, and not only on the transfer of knowledge and skills. For the successful performance of professional functions in a dynamic professional environment, a teacher must have professional mobility, which determines the ability to quickly change their status or position in the social, cultural or professional space, flexibly adapt to new conditions. For this, it is necessary to reconsider the methods of training future teachers, taking into account the needs of the modern labour market for professionally mobile specialists. The purpose of the article is concretization of methods of the formation of professional mobility of a future teacher in higher education. Research methods: analysis and synthesis of scientific literature (to clarify the key concepts of the study), systematization (to identify existing scientific approaches to solve this problem), conversation, study of experience (to identify features of professional mobility of future teachers), theoretical generalization (to formulate final provisions and conclusions). It is established that professional mobility of a teacher is an integrated quality of a teacher, which provides developed professional abilities and personal traits, the ability to effectively use a system of generalized professional techniques to perform pedagogical tasks, as well as willingness to move from one type of activity to another in the field of "human-human". The formation of professional mobility of the teacher involves the use of certain teaching methods – training, brainstorming, analysis of a specific situation, business game, discussion. These methods are aimed at developing interests and abilities to pedagogical activity and professional mobility (motivational-value component), mastering knowledge, skills and abilities to design their pedagogical activity and predict its consequences (cognitive-activity component), formation of ability to evaluate results of own practice (reflexive component of professional mobility).