The purpose of the study is to determine the organizational and pedagogical conditions for the standardization of teacher education and the professional activities of a teacher in the Algerian People's Democratic Republic. The authors conducted a comparative analysis of various groups of national standards that determine the content of professional training and professional development of teachers: standards related to the activities of the teacher and his professional training: educational standards defining the content of professional teacher training in colleges, institutes and universities; professional standards of teachers, containing requirements that are presented to the professional competence of an already working teacher; standards for assessing the quality of education, which determine the requirements for the results of the teacher’s activities, for his observance of the conditions for organizing the educational process at school; standards of professional retraining and continuing education programs for teachers. The genesis of standardization in the vocational training system of Algerian teachers is considered. The article formulates and substantiates the organizational and pedagogical conditions for standardizing the professional training of Algerian teachers: focusing on the positions of the competency-based approach and the requirements of international standards in the field of education and assessment of its quality; taking into account the staffing needs of the national education system of Algeria and the educational needs of various categories of Algerian teachers; ensuring the implementation of the principle of continuing professional education of teachers through the development and implementation of various forms of advanced training and retraining of Algerian teachers.