The dissertation research is devoted to the problem of primary school teacher professional training in England. On the basis of studying of national, international documents and scientific literature the theoretical grounds of primary school teacher professional training in context of European integration, discovered inwardly and outwardly factors of the developing of the professional future teachers' training system have been revealed. The dissertation proved that England realized in national approach to the modernization of primary school teacher professional training in accordance with common European processes of integration. Reflection of experience of primary school teacher professional training in England in the context of European integration gives the opportunity to define the recommendation how to improve the professional teacher training in Ukraine taking into consideration the positive issues of the investigated country. The detailed analysis of the scientific pedagogical literature and normative documents showed that the modernisation of primary school teacher professional training occurs under the influence of inside and outsite factors. The inside factors include: renovation of primary school education, reorganization of primary school teacher professional training; outside factors include: the entery to European educational space, the reorganization of educational activity in the context of European demands to the improvement of teacher training. The investigation showed that the global changing in the system of teacher training occurs in Europe. It is corroborated by the number of documents, where functions and aims of teacher training are defined. One of such strategical documents is "Education and Training 2010", which contains the main demands to the teacher training in the condition of integration, including England and Ukraine. On the basis of detaled analysis of scientific pedagogical literature was defined the English scientists' approach to the conception of "the theory of effective school", which includes such definition as "effective teacher", "effective school", "effective teaching". Determined the main factors of "effective school". The research resulted in showing that in Professional Standards for Qualified Teacher Status the axiological purposes for teacher are formulated. Besides, they include psychological and pedagogical requiments, professional knowledge and understanding for future teachers. The investigation showed that Professional Standards for Qualified Teacher Status includes three parts: Professional attributes, Professional knowledge and understanding, Professional skills, which define wide spectrum of professional qualities. The research showed that nowadays there are three models of teacher training: consecutive, parallel and alternative. Consecutive model of teacher training lasts for four years and after the successful mastering of this programme, the final-year student is given Post Graduate Certificate (PGCE). Parallel model is the most widespread, within the framework of which, the study lasts for three years and finishes with the conferment of Bed. Alternative programme includes the number of variants of teacher training: school - based teacher education consortium, fast - track entry, flexible postgraduate courses. The analysis of three, four-year university programmesof primary school teacher training showed that they include such components: main course, which is directed to the learning of the main subjects of syllabus; education course, which is orientated towards the learning of Methodics; professional course, which is directed to the mastering of Psychology and Pedagogics; school practice. The training forms and methods of primary school teacher training were analysed. The research showed the passing from instructive to constructive methods of studying, which are directed to the creative and individual students' activity. As the result of investigation, the model of primary school teacher professional training in England was created. On the basis of detaled analysis of scientific pedagogical literature was defined the special feachers of school practice organization. School practice is the combination of the separate sections, which are realized every year of studying. Both universities and schools are drawn into the organization of school practice. The duration of school practice is regulated by National Standards. Reflecting of experience of primary school teacher training in England in the context of European integration gives the opportunity to define the recommendation how to improve the professional teacher training in Ukraine taking into the consideration the positive issues of the investigated country.
