One of the joint tasks of the global educational space is the high-quality practical training of teachers with formed modern professional competences based on theoretical knowledge, acquired during studies in Higher Education Institutions, the ability to creatively implement them and carry out innovative professional activities, effectively using the latest technologies training, all this strengthens the role of pedagogical practice as a certain means of achieving effective results. The purpose of the article was to analyze, justify and generalize the foreign experience of practical training of future teachers for innovative activities. Theoretical methods were used, such as the analysis of the practical training of future teachers abroad, generalization of the obtained data in order to determine the state of their practical training. The article analyzes and summarizes the experience of economically developed countries (Great Britain, the USA, Germany, Japan, France, Denmark, Austria, the Netherlands) and countries with a transition economy (Greece, Ireland, Portugal, Poland, Hungary) regarding the practical training of future teachers to innovative activity. The general specifics of pedagogical practice in these countries have been clarified (the active use of innovative information and communication technologies; a large amount of independent training of students and the wide terms of practice in General Secondary Education Institutions; the transfer of partial responsibility for practice from Higher Education Institutions to General Secondary Education Institutions; the improvement of coordination between Higher Education Institutions and General Secondary Education Institutions; the provision of payment and bonuses to teachers responsible for practice, together with benefits during certification, professional psychological and pedagogical assistance and methodical support; taking into account new requests of society to teachers). The experience of Ukraine is highlighted on the example of Hryhorii Skovoroda University in Pereiaslav. It is noted that in Higher Education Institutions of Ukraine and abroad a pedagogical practice is a leading factor in self-improvement and self-development, creative self-realization in pedagogical activity, increasing the levels of professionalism and pedagogical skill of future teachers. Methodological recommendations for conducting pedagogical practice are proposed, which take into account global trends and can be implemented in pedagogical Higher Education Institutions of Ukraine with the support of General Secondary Education Institutions in order to improve the practical training of future teachers for innovative activities
