Introduction. The reform of the teacher education system in India, in accordance with the National Education Policy 2020, has led to the implementation of the Integrated Teacher Education Programme (ITEP). This four-year Bachelor's model is designed to bridge the gap between theoretical and practical teacher training, highlighting its relevance. Within the context of subject teacher training, the ITEP programme uniquely positions English as a dual entity, serving as both a primary specialisation and a compulsory element of general language training. This necessitates an in-depth examination of the mechanisms through which professional competencies are formed. The purpose of the work was to identify and characterize the mechanisms for developing the professional competencies of future English language teachers within the ITEP programme, implemented through its academic modules and teaching practice system, without conducting experimental verification. Materials and methods. The empirical base of the study consisted of regulatory documents from the National Council for Teacher Education (NCTE) and the curricula of universities implementing ITEP. A comparative analysis was conducted of the curricula of six leading Indian universities and institutions implementing the ITEP: Kurukshetra University, University of Calcutta, Pondicherry University, the Regional Institute of Education (NCERT), Mysore, the University of Delhi, and Aligarh Muslim University. This selection ensured the coverage of diverse regional and institutional models of teacher training, encompassing both pilot and recently introduced programmes (2023-2025). Results and discussion. The study identified and characterized a five-component structure of the English language teacher's professional readiness within ITEP, integrating subject-linguistic, methodological-didactic, digital-pedagogical, assessment, and practical components. It was established that competency formation is ensured by the coordinated interaction of disciplinary tracks (Major/Minor), psychological-pedagogical and methodological courses, ICT modules, and prolonged, sequentially organized school practice. Systemic challenges related to the implementation of ITEP were identified, such as infrastructure limitations and a shortage of qualified personnel. Ways to improve the programme were outlined, including enriching the digital module with tasks on working with AI, developing CLIL competency through embedded training, and standardizing assessment tools for teaching practice. Conclusion. The analysis allows us to conclude that the ITEP programme is a holistic, multi-level, and practice-oriented model in which the formation of professional competencies of a future English language teacher occurs synergistically through the integration of subject knowledge, methodological tools, the digital environment, and teaching practice, bound together by a unified assessment culture. The programme's regulatory framework ensures the structure and sequence of this process. The ITEP experience demonstrates the effectiveness of the integrated approach and can be considered in the improvement of teacher education programmes in other countries.