Conventional teacher education approaches frequently fail to cultivate what is termed pedagogical intelligence—the cohesive ability to merge robust content knowledge with technology proficiency, emotional insight, and relational skills.  This controlled mixed-methods study, involving 124 pre-service teachers at a university in Uzbekistan, investigated whether a 15-week person-centered module based on Carl Rogers' fundamental conditions might surpass the regular curriculum.  The intervention comprised encounter groups, collaboratively developed learning plans, and reflective portfolios. Quantitative findings indicated that the person-centred group achieved substantial improvements (Cohen’s d = 2.8–3.7) in pedagogical content knowledge, TPACK, emotional intelligence, and relational competence, far surpassing the comparison group.  Qualitative studies of interviews and portfolios revealed a significant transformation in professional identity, characterized by numerous participants as a transition from "teaching the subject" to "teaching the individual."  The findings indicate that a person-centred approach can catalyze swift, synergistic advancement of pedagogical intelligence and offers a robust, evidence-based alternative to traditional teacher training, with significant implications for the preparation of inclusive and effective educators globally.  

Person-centred approach, Pedagogical intelligence, Pre-service teacher education

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