UDC 378.126

Sidorenko O.I.¹ (Lugansk, Russian Federation) – sidorenko.oksana88@mail.ru; Zinchenko V.O.² (Lugansk, Russian Federation) – metelskayvika@mail.ru

²Luhansk State Pedagogical University

Abstract. Based on an analysis of public demand, existing scientific and practical research, and the author’s own pedagogical experience, this article identifies key challenges in the methodological training of pre-service foreign language teachers within Russian higher education system. This analysis underpins the study’s primary objective: to examine and critically assess international best practices in methodological training for foreign language teachers, with the aim of identifying successful strategies that could be adapted to the Russian pedagogical context. The study’s methodological framework integrates value-semantic, cultural, and profession-oriented approaches, alongside analytical, synthetic, and generalization techniques. This approach facilitates a critical reevaluation of effective foreign practices in methodological training, assessing their potential for adaptation in light of the evolving demands placed on foreign language teachers in Russian Federation. An examination of methodological training models in selected countries (Germany, Great Britain, China, and the United States) revealed several key trends in pedagogical and methodological preparation. Among the most effective practices are: continuous training in foreign language teaching methodologies across all stages of professional development; systematic, practice-oriented approach that integrates theory and practice from the outset; tutor support systems (reconceptualized as mentoring in the domestic context); a multicultural approach to language education; enhanced academic mobility programs. The authors propose mechanisms for adapting these international approaches to the Russian system of higher pedagogical education. Special emphasis is placed on selecting methodological strategies that foster the development of teachers’ methodological and intercultural communicative competence, while maintaining strong connections to Russian cultural, spiritual, and moral values.

Keywords: pre-service foreign language teachers, methodological training, practice-oriented approach, tutor support, academic mobility, intercultural approach.

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For citation: Sidorenko O.I., Zinchenko V.O. Methodological training of foreign language teachers: international perspectives. CITISE, 2025, no. 3, pp. 327-339.