The relevance of the study is justified by the new requirements for the personality of a specialist in the field of education. Thus, an obligatory component of professional and pedagogical competence is the innovative competence of the teacher. The formation of this competence in future teachers in the system of their professional training in higher education requires special methodological system of innovative competence formation. The purpose of this article is to reveal the essence and to describe the model of readiness to innovative activity of future teachers. The purpose of the article is realized by applying theoretical (spectral analysis, generalization) and empirical (modeling, methods of pedagogical diagnostics) methods of scientific knowledge in the research. On the basis of the application of these methods in the study, the essence, features and structure of pedagogical innovative activity are determined. The necessity of innovative activity readiness formation of future teachers is substantiated. The components of the structure of teacher's readiness for innovative activity are described. The essence of pedagogical formation model of future teachers readiness to innovative activity is described. Its efficiency on the basis of quantitative and qualitative results is proved. The elements of scientific novelty in the work are represented by the creation of an experimental pedagogical model of the formation of the future teachers’ readiness to innovative activity, the substantiation of methodological and methodical aspects of its implementation, the development of the criteria base for determining the level of formation of the future teachers’ readiness to innovative activity.

One of the leading directions in the development of vocational education in the context of modern educational paradigm is humanization, focused on students’ personality, taking into account its needs and characteristics in the development of professional competence. Humanization is closely related to the implementation of a personal approach that promotes individualization of educational process, which in turn allows each student to be included in active cognitive activity. The search for means and methods of training students who meet modern requirements has led to the demand for implementation of successful learning technology in vocational education. The technology of successful learning in vocational education contributes to the creation of conditions in which the student's self-expression becomes more comfortable due to experiencing a state of joy and satisfaction from the results achieved. The purpose of the article is to review the experience of implementing technology of successful learning at a pedagogical university. The article reveals the essence of the concept of "technology of successful learning", its features and impact on the training process of students of vocational schools. The study allowed us to establish the impact of implementation of successful learning technology on student motivation. In the process of research, the level of motivation of students to study professional and pedagogical courses was established. The main motives of students are revealed. The study presented several dozen motives, among which, after conducting a statistical analysis, professional, educational, cognitive and prestige motives were highlighted. Comparison of the results at the beginning and end of the study revealed an improvement in indicators, an increase in students' motivation to study courses. The wide possibilities for the implementation of successful learning technology make it possible to form a need for a deeper study of the content, for self-organization and professional self-improvement of students.