The content of legal education of future primary school teachers which is adequate to the structural and functional model of teacher’s professional readiness for increasing legal literacy of primary school pupils has been revealed and the main groups of competences, namely, normative and institutional, ideological and value-based, forecasting, procedural and functional as well as criteria and levels of readiness at the level of realizing certain actions during curricula and extracurricular activities and methods of diagnozing its effectiveness have been defined. The factors hampering innovations in professional activity of modern teachers have beenoutlined, in particular, socioeconomic factors and psychological barriers, personal anxiety, conformism, fear of one’s own incompetence, low self-esteem, subjective-biased attitude to innovations, unwillingness to take independent decisions without appropriate recommendations and guidelines. The pedagogical conditions that contribute to forming future teachers’ professional readiness for increasing legal literacy have been defined, namely, forming legal knowledge in the process of studying professional disciplines, improving the content of legal education by means of a special course, level-based diagnostics of professional readiness, etc. The training process has been considered as a certain educational strategy, based on the principles of students’ independent search and providing individualized and differentiated approaches to their training. It has been justified that professional training of future teachers for increasing legal literacy of primary shcool pupils is improved based on the influence of society due to adhereing to humanistic and democratic principles that significantly affect teachers’ innovative activities and perform initiating and stimulating functions. The methodical system of forming students’ knowledge, skills and developing their professional and personal qualities and abilities necessary for successful realization of professional legal activities has been studied. Comparative analysis of future teachers’ legal training in higher education institutions of Ukraine, Belarus and Kazakhstan has been conducted.