The systematic development of professional competence in pre-service teachers constitutes a foundational responsibility of higher education institutions. Yet persistent gaps between university-based preparation and the lived demands of contemporary classrooms suggest that conventional approaches—centered on theoretical coursework and brief practicum placements—are insufficient to fully equip emerging educators. This study examines the effectiveness of an integrated competence-development model implemented across a three-year undergraduate teacher education program at a Central Asian university, combining reflective practicum cycles, mentored field experiences, collaborative inquiry seminars, and competency-based portfolio assessment. Using a longitudinal mixed-methods design with 78 pre-service teachers tracked from Year 1 through Year 3, the study assessed growth across subject-matter knowledge, pedagogical skill, professional identity, and reflective capacity. Quantitative results revealed significant and sustained growth across all four competence domains (all ps < .001), with accelerating gains observed in Years 2 and 3. Qualitative analysis identified five enabling conditions: sustained mentorship, communities of practice, authentic assessment, progressive autonomy, and structured reflection. The study contributes an evidence-based model of competence development applicable to diverse higher education teacher preparation contexts, with actionable recommendations for program designers, faculty, and institutional leaders.

Pre-service teacher education, professional competence, higher education

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