The content of readiness of future teachers for innovative professional activity is substantiated. The integral character of the studied phenomenon is determined; it involves the awareness of the value of innovative activity, knowledge of its methodology and determination of the best ways of its implementation. The internal and external conditions of its formation are distinguished. The need to organize such an educational process at higher educational establishments is stressed. It would ensure mechanisms for the formation of external readiness, and they would further the activation of internal ones. It is elucidated that the readiness for innovative activity is the result of a long learning process; it is a complex goal-oriented manifestation of personality which includes beliefs, views, motives, knowledge, skills and abilities. Formation of this readiness is an important implication for the professional training of a future teacher.