The article is devoted to the implementation of the principle of individualization with the purpose of generating promptitude for research and development in future teachers-philologists. The article analyzes the experience of conducting research work in higher education institutions, substantiates the model of training a teacher-researcher, determines the conditions for applying the principle of individualization at different levels of education (bachelor's, master's, postgraduate degrees). The main research methods are the methods of tier/structural and content analysis, projective and ascertaining modeling, and the comparative typological method. The methodological instruments include the analysis of scientific literature, pedagogical experience, questioning of students, and interviewing teachers.