The subject matter of the presented research work is the historic rise and development of the system of teacher training in corresponding educational establishments of India; philosophic, social-cultural, theoretical, regulating, psychological and pedagogical basis of forming an integral, logically organized system of training intending teachers, which is based on all-human and national values and on the principles of humanization, integrity, continuity, interdisciplinary approach. The stages of historic development of the teacher-training system in the country are defined, the educational policy of the government during different periods of its activity is analyzed. The thesis touches upon the ways of training intending teachers in the country and on the contents, forms and methods of training, as well as the educational plans and programmes of colleges, universities and institutes of higher education in the pedagogical sphere. A comparative analysis of the teacher training system of India and developed countries of the world within the researched chronological period is conducted. The key problems of teacher training in the country are outlined, alongside with probable perspectives of its development. The dissertation underlines that the aims and tasks of teacher training were defined by socio-economic and political conditions of the country's development. With the transition from a colonial to an independent state, new realia set new requirements to the personality of a teacher as being the driving force of social transformations and an orienting mark for the whole society. The tasks of teacher training were defined by the level of education teachers were trained for. The general aim of education was a comprehensive development of a pupil's personality, that is why all tasks defined for different levels of educational establishments had to serve for achieving this aim, satisfying personal, public and national needs. The aim of teacher training proper was gaining and developing a trinity of components: skills and methods (techniques) of teaching; ideals and models of behaviour; attitudes, values and interests. The dissertation defines a circle of problems which existed during the researched period of time: the unregulated selection of candidates for studying; short terms of studying; lack of professional competence of teachers of pedagogical establishments; lack of time and attention paid to school practice; lack and improper training of school practice supervisors; superficial knowledge of the specialization subject, which was caused by short terms of studying. Among other problems that characterise the state of teacher training in India within the defined period of time we should like to mention imperfect and archaic methods and technologies of teaching; lack of students' professional attitude towards teaching work; insufficient material provision of many educational establishments; unregulated ratio of demand and supply of teachers; lack of empirical research in the field of teacher training; lack of scientific approach in the process of developing educational programmes; insufficient possibilities for teachers' professional development, etc. Attention is focused of those ideas which can be applied in teacher training institutions of Ukraine, such as decentralization of teacher training, grounding the educational philosophy of the XXI century basing on modern requirements of the society, providing close connections of theoretical and practical preparation, introducing an orientation course and a course of pedagogical ethics, implementing an individual trajectory of study, improving the contents and organizational basis of educational process, democratization of education, development of continuing education, regionalization of teacher training, providing financial support for teacher training, integration of science and education. We also believe that of great importance would be providing social support for teachers and raising the prestige of their job, preparing teachers for inclusive schools, providing inter-cultural interaction in teacher training, bringing teacher training in accordance with informational and technological changes, taking into account new educational technologies formed in other branches of science, implementing a monitoring system as a means of defining the effectiveness of functioning and development of an educational establishment etc. We believe that introducing proper changes will present a possibility to give the connections with foreign colleagues the characteristics of partnership and professionalism. Key words: professional training of intending teachers, pedagogical education, principles, contents and technologies of teacher training, professional improvement, informal education, continuing education, adult education, reforming.
