The research relevance. The development of psychological and pedagogical classes as a form of pre-professional teacher training is progressing rapidly. However, the concept of these classes has not yet been refl ected on; their principles of operating have not been defi ned, and the role of universities in this process has not been analyzed. The purpose of the study is to defi ne the fundamental principles for the virtual teacher-training class at the university. Methods (tools): analysis of the learning outcomes of the virtual teacher-training class at Saratov State University (SSU) (analysis of the results of the students’ educational activity), a survey (interviews with the students of the teacher-training class and with the teachers conducting the lessons), and descriptive techniques. Main results: the study has revealed the functioning principles of the teacher-training class: the “Here and Now” principle (the topics discussed are signifi cant not only for the future, but also for the present of the students); the principle of “Getting familiarized with academic university traditions” (associated with the university as a new life-building system for school students); the principle of “Professional socialization of school students”; the principle of “Professional communication” (resulting from communicative failures that school students experience); the principle of “Actualization of speaking, writing and listening skills”; the “Crossdiscipline” principle. Conclusions: the study proves that the modules in the teacher training curriculum are subordinate to the two main directions: professional socialization (classes somehow related to the professional characteristics of teaching) and professional communication, including that in the digital world. This is the way to structure the fi rst stage of continuous teacher training. The identifi ed principles determine the level and quality of the pre-professional, still university teacher training; they correspond to the university standards in training school teachers and refl ect the challenges that the students of the university teacher-training class bring with them. Practical significance: up to 80% of the teacher-training class graduates become university students annually. Consequently, the skills acquired and developed during the training in the teacher-training class become a solid foundation for studying at universities that implement teacher-training curricula.