The article examines the theoretical foundations and pedagogical model for preparing future physics teachers to effectively use international assessment programs in modern educational contexts. Furthermore, the study is grounded in competence-based, system-activity, personality-oriented, integrative, and reflective approaches, which together provide a comprehensive framework for teacher preparation. Moreover, a pedagogical model is proposed that integrates target, content, procedural, diagnostic, and result-oriented elements, thereby ensuring the formation of assessment literacy and methodological competence. In addition, the article emphasizes the importance of active learning strategies, digital technologies, and reflective practice in enhancing professional readiness. Consequently, the findings suggest that a systematic and theoretically grounded approach to teacher education can significantly improve the ability of future physics teachers to apply international assessment principles in physics teaching and contribute to the development of students’ scientific literacy.