The relevance of the study is determined by changes in the legal framework in the field of teaching in accordance with international standards with a focus on innovative methods, resulting in the need to establish compliance and readiness of future teaching professionals to these innovations. The purpose of this work is to determine the essence of the professional readiness of future masters of primary education for innovation on the basis of the separation of its structural elements. In the process of research, the authors used a set of general scientific theoretical research methods, in particular analysis, synthesis, generalization in accordance with the principles of the criterion approach. The article analyzes the key views of Ukrainian and foreign scholars on the interpretation of the concepts of “readiness” and “pedagogical readiness”. The author’s definition of the concept of professional readiness of future masters of primary education for innovation is proposed, the essence of which is the perception of this phenomenon as a collective formation of individual components, including cognitive, motivational, reflective and praxeological. A description of each individual component of professional readiness of future primary school teachers is given. In accordance with the components identified by the author, the criteria of professional readiness are established, including information-content, personal-motivational, evaluation-reflexive, operational-activity, as well as indicators. Finally, based on a system of selected components and criteria, three levels of professional readiness of future masters of primary education for innovation were identified. The value of scientific work lies in the systematization of the theoretical basis of the selected issues with the prospect of its further implementation in pedagogical practice