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The authors have analysed the experience in training prospective teachers in a number of European countries: the United Kingdom, Germany, France, and Denmark. The standards of training, the requirements to the personality of a modern European teacher, the main principles, methods and forms of training prospective teachers as well as the peculiarities of organising and holding teaching internships have been described. A specific feature of teacher training in the UK is the widespread use of searching method, which is a way of democratization and humanization of pedagogical education. The peculiarity of the bachelor teacher training programs in German universities is that they are multivariate, which makes it possible to get a profession that is not related to teaching at school, and specialised, which means that a teacher is trained for a particular type of school. The main trends in teacher training in Germany are: Europeanization, commitment to international initiatives and projects, student mobility, increased role of research activities, and the wide use of modern multimedia technologies. The peculiarity of the Danish teacher training system is the availability of an additional vocational guidance level which can be acquired at higher public schools. The specific feature of training prospective teachers at the universities of France is a wide choice of long-term and short-term study programs and corresponding diplomas. In addition, teachers, like all French education workers, have the status of civil servants. Universities have a flexible schedule of classes, a variety of modules, full-time or part-time study programs, as well as evening courses, in-house and remote training. On the basis of the conducted analysis, the successful experience in professional training of prospective teachers abroad has been generalized, and the recommendations for its introduction into the system of higher pedagogical education in Ukraine have been developed.

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