Аңдатпа
This article presents the results of comparative pedagogical studies that aim at determining the general and specific features of teacher education programs in France and the US. The study is based on binary comparisons and classical methods of comparative pedagogy, including comparative, descriptive and inductive-deductive. In the course of the study, the authors of the article determined conditions for efficient teacher training that are common to the French and US systems of higher education; established the key factor causing the specific functioning of education systems in France and the US; indicated the priority directions of designing teacher education programs in France and the US. The authors have interpreted the study results with due regard to the competency-based educational paradigm and determined trends that condition the general laws of designing educational programs.