Introduction. The present article considers the main components of professional and aesthetic readiness formation for future fine arts teachers. Parametric characteristics (criteria, levels, indicators) of professional and aesthetic readiness formation are demonstrated. A diagnostic tool is listed for revealing emotional-value, cognitive and reflexive-constructive levels of professional and aesthetic readiness formation.

Materials and methods. The main research methods include phenomenological and retrospective analysis of psychological and pedagogical studies; conceptual analysis and systematization of approaches to solve the problem of future fine arts teachers’professional and aesthetic readiness formation.

Results. In the course of studying the phenomenological scientific and theoretical aspects the author introduces a new concept of “professional and aesthetic readiness”. Also the criteria-level characteristics of this phenomenon are substantiated. The practical results are the representation of the criterial-level scale and modified diagnostic tools for determining professional and aesthetic readiness formation in accordance with its essential characteristics.

Discussion. It has been revealed that professional and aesthetic readiness manifests in three formation components (emotional-value, cognitive, reflexive-constructive) on the algorithmic, stimulus-productive and situational-creative levels.

Сonclusion. The results of the study demonstrate that parametric characteristics allow objectively assess the level of professional and aesthetic readiness formation for future fine arts teachers.

• The main components of professional and aesthetic readiness formation for future fine arts teachersare presented;
• The criterial-level scale of professional and aesthetic readiness formation is determined;
• Diagnostic tools for determing the level of professional and aesthetic readiness formation is demonstrated in accordance with its essential characteristics.

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