The article dwells on various socio-psychological aspects necessary for the transformation of the pedagogical knowledge into innovation, highlights the patterns of this process, focuses on the integration of knowledge, the development of intelligence and self-efficacy of an individual, creating a social context that is favourable for fostering innovations and the development of the innovative activities of a teacher. The essence of the emergence of pedagogical innovation and the stages that must take place: the search for appropriate innovation and its implementation; repetition, dissemination of innovations; application in professional activities. The results of the diagnostics of the innovative competence of lecturers of Borys Grinchenko Kyiv University are presented.