The dynamic development of modern society, a short life cycle of new high-tech industries, modification of not only separate technologies, but also the groups of technologies require an equally rapid awareness of the need for new professionals and upgrading of existing models of training which involve the formation of mobile qualified handicrafts teachers, who inhere dynamism, constant search, commitment to learning and innovation both in teaching and technological activities. The formation of professional mobility of future handicrafts teachers should be considered as mutually agreed system of psychological, pedagogical and methodological procedures governing joint training activities of teachers and students and positively influencing the formation of their readiness for innovative educational activities.In the context of the abovementioned issue we considered scientific and educational aspects of the future teachers’ occupational mobility formation as one of the important conditions of the preparation for innovative educational activities and further professional development. Using a set of research methods, organizational and methodical ways were proved, the most advanced, in our view, practical approaches: adaptive, training, assessment and corrective were singled out.It is determined that, study of the formation of occupational mobility as a condition for training of future handicrafts teachers for innovative educational activities requires further definition and scientific substantiation, namely: an organizational process (logistics of universities, the organization of the educational process, practices); semantic nature; special resources (teaching and learning materials); staffing; monitoring the quality of training.