During the last several decades shifts in university governance have affected universities throughout the world. The five dimensions which offer a perspective to provide an analytical description of shifts in governance are state regulation, academic self-governance, competition, managerial self-governance and stakeholder guidance. We used the five dimension model for the analysis of shifts in governance of higher education institutions in the Republic of Kazakhstan as the methodological background of our research. The main method used in the research was a case study of one of the Kazakhstani universities -the Kazakh State Women's Pedagogical University. In our study we refer to a long-term strategy "Kazakhstan 2050", Law of the Republic of Kazakhstan on Higher Education, the Development Strategy and SWOT analysis of the financial and economic sustainability of the Kazakh State Women's Pedagogical University. Results indicate that shifts in governance of Kazakhstani universities follow the global trends observable in contemporary academic world.

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The new requirements put the professional training of teachers with modern high professional qualifications in the first place. In the system of pedagogical Sciences, innovative activity is defined as purposeful pedagogical activity based on understanding one's own pedagogical experience through changing and developing the educational process in order to analyze and study, achieve high results, gain new knowledge, and introduce a qualitatively different pedagogical experience. Preparation for teaching activities is a crucial aspect of the formation and self-development of a teacher throughout his life. Moreover, the formation of innovative teacher training is an increase in the contribution of a new paradigm to the development of society, implementing world competitive education; acceleration of the implementation of innovative reforms in educational institutions; widespread use of innovative changes in the education system, new information and communication technologies in the educational process.The article considers the scientific directions on the formation of the teacher's readiness for innovation, and also suggests ways to improve and form the readiness of the lecturers for innovation. The authors suggest the nature of teachers ' readiness for innovation, focusing on the scientific conclusions of well-known teachers. They also present the results of a small research work.