Institutional Characteristics of Teacher Education Program Accreditation Systems in China and Russia

The purpose of this work is to identify the institutional features of the accreditation systems of teacher education programs in China and Russia through a comparative analysis of their regulatory frameworks, criteria and procedures. The result of this work is the development of practical recommendations for their improvement. The article considers how the integration of Chinese and Russian quality assessment systems for future teachers can resolve the contradiction between compliance with federal educational standards and the principle of academic autonomy of universities. It is concluded that an optimal assessment system should integrate uniform quality standards, mechanisms for multilateral cooperation and continuous monitoring, which will ensure the gradual improvement of the professional training of future teachers while maintaining the academic autonomy of universities.