Introduction. The article is devoted to the issue of pedagogical education in modern Russia. The training of Russian teachers is currently among the most discussed topics amid the socio-economic changes in the country and the revision of the structure of levels and programmes of higher education in general.
The aim is to carry out a comparative analysis of approaches to modern pedagogical education, taking into account the provisions of educational and professional standards set by the state.
Methods. The study employs content analysis of scientific literature and regulatory documents, along with a comparative analysis of approaches to the organisation of pedagogical education in the Russian Federation.
Results. There is a tendency to unify approaches to pedagogical education, despite the existence of different approaches at the level of standardizing documents (Federal State Educational Standard, professional standards), as well as a diversity of practices and perspectives among scholars. Unification is possible at the level of principles and methods of organising pedagogical education, while still accommodating differences arising due to the dual qualifications of subject teachers, as well as the age and individual characteristics of students, including gifted children, students with special educational needs, and those attending general educational organisations of different types and locations.
The scientific novelty lies in characterising the modern trends of the organisation of pedagogical education and raising the issue of researching the possibility, necessity, and extent of its unification.
Practical significance. The study’s findings are of interest to scholars and practitioners involved in pedagogical education.