The article is devoted to the structure of teachers ' innovation and stages of psychological and pedagogical support of the development of this quality. The relevance of the research of teachers’innovativeness is determined by the socio-psychological factors that ensure the teacher's adaptation to the constantly changing conditions of professional activity. The research methodology is based on the cultural and historical concept Of L.S. Vygotsky.Thearticle describes the structure of the innovation teachers: motivational component, expressed in the need for innovation activity memories overcome the difficulties; positive attitude towards educational innovations; behavioral component, which is manifested by tolerance for new experiences, willingness to implement innovations in the educational process; cognitive component, which manifests itself in the creativity, the ability to evaluate new ideas and to see how its implementation in the future. Presents a program of psycho-pedagogical support of development of innovative teachers, consisting of the following units: the actualization of personal resources in the perception and implementation of pedagogical innovations; interpretation of existing experience and innovative simulation value space of innovation; familiarity with pedagogical innovations and structuring methods for their implementation in teaching practice; assessment of the situation of uncertainty and risks in the implementation of pedagogical innovations; prevention of psychological barriers in the perception and implementation of pedagogical innovations, the analysis of the root causes of barriers to innovation; technology development of interaction skills of teachers in the development and innovation; reflection obtained innovative experience. The results of the study are associated with the possibility of using the program of psychological and pedagogical support for the development of innovative teachers in the psychological service of education, updating personal resources of teachers in the perception and implementation of pedagogical innovations. The article presents the conclusions about the conditions of development of teachers 'innovation, about the problems of reconstruction of the teacher's own experience, removal of distrust to others' experience and the development of tolerance in interpersonal interaction.