International practices of developing and reforming teacher training in higher education systems, as well as current developments in the field of teacher training and frameworks for developing teacher education in the EU countries are analysed based on new educational philosophy. Studying modern historical, social and cultural, methodological, technological and economic developments in the EU countries made it possible to define a number of trends in teacher education, such as: the transformation of modern education into a complex, multifaceted and integral task-oriented system with its own functioning mechanisms and laws of development that are subject to integration processes under changeable social conditions; worldwide unification of systems, frameworks and contents of teacher training (with the conservation of traditions of different countries); decentralisation of higher education systems; versatility of scope of activities of educational systems; creating the integral system of education based on fundamental sciences, humanities and science components; individualisation of the learning process; diversification of psychological and educational training; strengthening of the role of teaching practicum; practice-oriented teacher training; gradual enhancing of the academic status of teacher training; commercialisation of higher education as a result of globalisation.
Basic trends and directions of teacher training in the EU countries are analysed in the dissertation. The defined trends have been put into practice in the activities of teachers universities at various levels, such as: the macro level (the system of teacher training) – globalisation, internationalising of teacher training, humanisation, international student mobility, dissimilation of the English language, implementation of the alternative sources of financing, increasing the accessibility of higher education, the increase of market orientation of education, public finance distribution, life-long learning actualisation, shortage of teachers due to the ageing of the workforce; the maso level (pedagogical universities) – autonomy expansion of teachers universities, the increase of competition among institutes of higher education, developing internal quality assurance systems of higher education, further implementation of informational technology in the training process, advances of online learning, changes in university personnel policies, expansion of education for all, carrying out profound cooperation of universities, implementing dual degrees; at the micro level – joint home and international educational programmes, the development of soft skills of teachers to be, rating of the academic staff, student and teacher mobility, introducing individual training programmes, creating the inclusive educational environment, representation of university communities in the global framework of scientific communication.
Teacher qualifications in a time of European integration are specified in the dissertation. It is claimed that a contemporary teacher must be knowledgeable and proficient, have sufficient language skills, understand their European identity, find their ways under conditions of multiculturalism, be mobile and meet standard efficiency levels.
