The purpose of the study described in the article is to determine the main stages of the evo-lution of co-maintenance and methods of ethnocultural training of teachers in the Soviet and post-Soviet periods. The study found that the transformation of ethnocultural teacher training took place in Russian universities in parallel with the evolution of multicultural teacher education. The lin-guocentric stage (the stage of the systemic organization of linguistic, ethnocultural and multicultural content, the development of explanatory and illustrative teaching methods); logo-centric stage (the stage of implementation of a practical orientation in the development of linguistic, ethnocultural and multicultural content, the use of developing and problem-based teaching meth-ods); stage of anthropocentric mastering of linguistic, ethnocultural and multicultural content, de-velopment of methods of individualization and personalization of education are singled out. It is proved that in modern practice it is necessary to take into account the priorities of each stage: they are integratively interconnected and complement each other.