A Model for Adapting the Indian Experience of English Language Teacher Training in the Russian Educational System
DOI:
https://doi.org/10.52575/2712-7451-2026-45-1-127-139Keywords:
teacher, education, English language teacher training, comparative pedagogy, Russian Federation, India, TET, CTET, NPST, BRICSAbstract
The current modernization of teacher education in Russia highlights the need to find effective teacher training models, including through analyzing the experience of BRICS countries, which successfully scale educational initiatives amid significant diversity. The aim of the article is to provide a theoretical substantiation and develop recommendations for adapting the Indian experience to modernize the Russian system of English language teacher training. The results of the study identify the competitive advantages of each system: the Russian model demonstrates systematicity, fundamental rigor, and stability, while the Indian one offers flexibility, variability, an enhanced practical component, as well as independent teacher certification (TET/CTET) and a multi-level career progression system (NPST). The scientific novelty lies in the development of a conceptual model for adapting key elements of the Indian system of professional English language teacher training. The study substantiates the systemic risks of direct borrowing, associated with differences in governance paradigms and cultural-historical context. The findings can be used in the design of programs for the modernization of pedagogical education.
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