The Problems of Professional Training of English Language Teachers in Psychological and Pedagogical Researches of Indian and Russian Scientist

Contemporary systems of English language teacher professional preparation in Russia and India exhibit a range of persistent challenges, including weak integration of theoretical knowledge into practical activities, insufficient attention to developing sociocultural competence, and a deficit in cultivating soft skills among future educators. The relevance of this research stems from the need to identify effective pathways for modernizing pedagogical education in response to contemporary challenges of the digital era. The study’s objective is to develop scientifically grounded proposals for enhancing English language teacher preparation through the creation of modular methodological support programs. These programs integrate face-to-face and distance learning formats based on a comparative analysis of Russian and Indian experience.

The research materials encompass publications by leading Russian and Indian scholars addressing issues of teacher professional development. The methodological framework incorporates comparative analysis, systematization of theoretical data, and evaluation of the effectiveness of various professional development formats.

The study identifies three key directions for optimizing teacher preparation: (1) strengthening the sociocultural component within the educational process, (2) developing specialized modules for soft skills formation, and (3) establishing networked methodological centers operating in a hybrid format. The scientific novelty of the research lies in the comprehensive juxtaposition of Russian and Indian approaches to teacher professional preparation, alongside the proposal of an innovative model for methodological support. This model integrates digital technologies with practice-oriented learning formats.

The findings possess practical significance for educational program designers, methodologists, and organizers of foreign language teacher professional development systems. Implementing the proposed measures will facilitate bridging the existing gap between theoretical preparation and teachers’ practical work, while fostering the necessary professional competencies within the context of education’s digital transformation.

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