Abstract
The article deals with the FLT (foreign language teacher) training program content in the curricula and educational programs. In our study, we aimed to identify the advantages and disadvantages of the FLT training content taken two universities from Ukraine and the Netherlands. The current curricula of Pavlo Tychyna Uman State Pedagogical University and Utrecht University of Applied Sciences were taken for research. The methods of comparison, analysis, generalization and systematization were used to achieve the objectives of the study. The literature review showed the scientific interest in the issue. The lists of subjects in both universities were analysed and summarised that in Ukrainian university curricula there are more subjects of the general and humanitarian cycle, while in the Netherlands’ one they are more specific.In Ukraine, students who have chosen a speciality already have a defined list of major subjects, but also get additional opportunities to study elective ones. In other words, there are no significant differences in the principle of mastering the disciplines, although the list of elective subjects in the Netherlands varies more than in Ukrainian universities. As the results of this study, we defined the advantages and disadvantages of the FLT training program content. In the Netherlands, they are wide academic freedom; academic flexibility in the subject choice; the opportunity to master several specialities; focusing on the study of professional subjects. Ukrainian universities have the following advantages a wide range of subjects; opportunities for parallel learning in related fields; opportunities for choosing optional subjects; effective methodological training (but not in all universities).
 Keywords: FLT professional training; the content of pedagogical education; curriculum; professional training cycles; educational program; European educational standards; academic disciplines; higher education applicants.
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