The purpose of the article is to reveal the pedagogical conditions of modernizing the future primary school teachers’ professional training for the implementation of the partnership pedagogy ideas. Methodology. In today’s realities, the basis for changes is the implementation of the New Ukrainian School Conception, where pedagogy of partnership between all participants of the educational process, which is based on the principles of humanism, tolerance, and child-centeredness, becomes of great importance. A number of theoretical generalizations of different pedagogical practices, such as «pedagogy of tolerance», «pedagogy of cooperation», «pedagogy of success», «pedagogy of a dialogue», are considered as varieties of pedagogy of partnership. In the process of the research a set of methods was used: theoretical analysis of psychological and pedagogical literature in order to clarify the state and prospects of the outlined problem; synthesis and generalization – to theoretically ground the actuality of the problem studied and define the conceptual apparatus; pedagogical experiment – to introduce the pedagogical conditions for the development of the future teachers’ professional training to implement the partnership pedagogy ideas in primary school. The scientific novelty of the research. The article highlights the pedagogical conditions of modernizing the future primary school teachers’ professional training on the basis of the implementation of the partnership pedagogy ideas, including the following: teachers’ professional identity formation; a student-centered environment creation while studying at higher educational institutions; students’ reflective position activation. Conclusions. The outlined pedagogical conditions under which future primary school teachers are trained to implement the partnership pedagogy ideas are the only set of optimal organizational and pedagogical factors that can improve the educational process in higher educational institutions, promote the comprehensive development of students’ personality, their cognitive activity, direct future primary school teachers to further pedagogical research.