For the first time, the article presents a theoretical analysis of the characteristics of resource pedagogical thinking grouped by functional criteria. The depth, stability, efficiency, efficiency, constructiveness of the function implementation are considered as the basis for such differentiation. The structural characteristics of resource thinking are highlighted: psychological, personal and cognitive resources. It is proved that the teacher’s resourcefulness of thinking acts as a predictor of creative potential and performs certain instrumental functions in implementation of development of an individual and improving effectiveness of his activity. This approach allows to systematically identify prospective routes of research and form resource thinking of a teacher.