This dissertation deals with the comparative research of the teacher training programs in Austria. This dissertation deals with the notion of «professional training of future teachers of the foreign languages» and its varieties. The author has highlighted the competences which every future teacher of foreign languages should have. Moreover, the peculiarities of the professional training of foreign language teachers have been elaborated. The issues and peculiarities of university education and its ways of modernization have been discussed as well. We have also defined the central tendencies of the modern educational policy in Austria. Up until now, there have been 23 public and 11 private universities, and 23 professional colleges in Austria. Austrian universities allow obtaining a bachelor degree (six or eight semesters and from 180 to 240 ECTS) and a master degree (around four semesters and from 60 to 120 ECTS). Teacher training programs in Austria require two subjects that a future teacher is planning to teach. Language teachers can opt for teaching two foreign languages or a foreign language and another subject. These programs consist of general pedagogical education, professional education, and pedagogical internship. All the courses at Austrian universities vary by the type, structure, and requirements of the course: for example, there are lectures, proseminars, seminars, practical courses, excursions, internship, trans-subject projects, etc. The main focus of the teacher training programs in Austria is on the individual approach. The essential means of the individual approach at the Austrian universities are the audio texts, written and oral performance, and the ability to solve communicative-situational tasks. Among the modern methods of education, only a few of them are in priority such as creating, role-playing, educational games, and teaching. Among modern technologies, mixed learning, problem-based learning, and project-based learning are of high demand. The comparative analysis of the university education of the future teachers of foreign languages in Austria and Ukraine; their similarities and discrepancies have been defined. The model of the teacher training program based on Austrian educational experience has been elaborated, taking into consideration Ukrainian system of education, the goal, methods, structural principles. It has been proved that all the elements are interconnected and can form the complex system of pedagogical programs improvement in Ukraine, basing on Austrian experience. We have characterized and emphasized the main ways of modernization of the training programs of future teachers of foreign languages in Ukrainian universities. First, improvement of curriculum, methods of professional training, a workplace before/after graduation from a university, implementation of the dual education can considerably enhance the teacher training programs. Second, expansion of the internship in the European countries and an introduction of the one-year pedagogical internship at the university can help to gain a pedagogical experience.
