Introduction. This article considers a complex problem of personal safety in educational relations in course of implementation of pedagogical innovations. The personal safety demanded by science in this century as pedagogical phenomenon was designated to provide training of teaching staff in qualitatively other formats answering to realities of modern vital space. The innovative educational environment needs the optimum indicators of safety corresponding to objective conditions of development of the personality. The general characteristic of teaching staff readiness for personality safety in the innovative educational environment given on the basis of a complex of allocated indicators is especially relevant. The purpose of the article is to determine the readiness degree of teaching staff for personal security in the innovative educational environme nt. Materials and Methods. The complex of indicators of teaching staff readiness is estimated with the use of theoretical (idealization, abstraction, deductions, induction), and empirical (a pedagogical experiment, testing, selective direct observation, an experimental pedagogical conversation, questionnaire, professional and creative tasks, the statistical analysis of pedagogical information) methods. Materials and methods are demanded in the context of integration of the signs defining safety of the personality and significant parameters of innovation of the educational environment. Results. The general level of teaching staff readiness for personal safety in the innovative educational environment can’t be estimated as sufficient. The special attention is required to the work associated with formation of teaching staff readiness to take risk in the course of implementation of pedagogical innovations; also the low level of self-esteem and self-acceptance, sensitiv ity to themselves cause concern. This research expanded representations about personal safety in the innovative educational environment as to the system of the conditions providing openness of subjects of education to culture, innovations, situations of the uncertain future and also security and optimality of int eraction with the world around. Discussion and Conclusion. The target reference points of training teaching staff for evidence-based process of ensuring personality safety in the innovative educational environment are designated. The results of the study are of interest to scientific and pedagogical community, the practicing teachers, administrative employees of the educational organizations and future teachers. Keywords: safety, security, danger, threat, risk, readiness, innovation, educational environment

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This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.