This article presents a comparative analysis of international experience in preparing future preschool educators for educational activities. The study aims to identify effective pedagogical approaches used in developed countries for training educators and to substantiate the possibilities of adapting these approaches to the preschool education system of Uzbekistan. The research employs comparative-analytical and systemic methods, alongside a thorough review of scientific literature. The results demonstrate that the training systems in Finland, Germany, Singapore, and South Korea prioritize a competency-based approach, practice-oriented learning, reflective activities, and continuous professional development. The discussion emphasizes the necessity of implementing these approaches while considering national values and pedagogical traditions. The findings provide significant theoretical and practical implications for improving the system of training future preschool educators.
Feruzaxon Zakirovna Karimova (Wed,) studied this question.