The article presents the results of a study analysing the compliance of the content of educational programs
in pedagogical universities for primary school teacher training with the norms of the Professional Standard for
Teachers. The research aimed to identify «problem areas» in the content of teacher training educational programs and develop recommendations for stakeholders on improving continuous pedagogical education. A quantitative content analysis method was applied to analyse the programs. Based on the teacher standard competency framework, a table of frequency factors for compliance was developed. Using this research tool, educational programs from national, and regional universities, and a pedagogical institute in a monocity were studied. The study has limitations regarding the testing of a single assessment tool and the number of programs presented. The research results indicated that the program from the national university had the highest compliance with the teacher standard norms. Moreover, knowledge components significantly dominate educational programs. The content of educational programs revealed that professional teaching and development competencies of teachers
have low-frequency indicators according to the Professional Standard norms. Based on the data obtained, recommendations were developed for stakeholders to further improve continuous pedagogical education.