The purpose of the article is to generalize and compare the similarities and differences in pedagogical education in Russia, Germany and China, to identify modern practices of developing professional initiatives of future teachers in their training at universities in Germany and China. The choice of Germany and China for the study is justified by the fact that these countries are relatively polar in political and geographical aspects, but their education systems, including pedagogical, have always been of significant interest to Russian educators (both theorists and practitioners), and educational contacts between Russia and Germany and China are historically quite long. In addition, recently there has been a mutual scientific interest of German and Chinese scientists in each other's education systems. The research methods are the analysis of domestic and foreign scientific and pedagogical literature, dissertations in Russian, German and English and domestic dissertations; study of the content of the websites of a number of universities in Germany and China, where pedagogical education is implemented; reflection of one's own experience of academic cooperation and visits to educational institutions of the above-mentioned countries; generalization of the results of the analysis, conclusions. The study materials included scientific publications (domestic and foreign), dissertations of Russian and Chinese researchers, and the content of the websites of 10 German and Chinese universities. The study compared the features of teacher training in Germany and Russia, China and Russia (their similarities and differences), and identified the reasons for the similarities in this training. Specific examples of elements of proactive teacher training found on the websites of German and Chinese universities were identified and summarized, including their infrastructure, training models that facilitate the development of initiatives of future teachers. The German universities whose websites were studied included the University of G & ouml;ttingen, Humboldt University of Berlin, Erlangen-Nuremberg University, Heidelberg Pedagogical University, and the University of Duisburg-Essen; the corresponding Chinese universities included Beijing, Hebei, Tsinghua, Zhejiang, and Shanghai. The study identified global trends characteristic of pedagogical education in Russia, Germany, and China; It was established that the similarities between Russian and German pedagogical education are due to the influence of the Bologna system, Russian and Chinese - convergence on many issues of teacher training, intensification of interaction in the educational sphere, etc.; an increased focus on identifying and supporting initiatives in teacher training in both Germany and China was revealed, with a simultaneous focus on systematizing these processes; it was determined that a number of ideas for proactive teacher training presented in German and Chinese universities can be adapted by Russian pedagogical education.
