In the context of the rapid modernization of education and the growing social expectations placed upon teachers, the issue of developing the professional identity of future educators has become increasingly significant. This article examines the theoretical and practical foundations of harmonizing deontological and integrative approaches in the process of shaping the professional identity of pre-service teachers. The study analyzes the contemporary requirements imposed on teachers, the role of pedagogical deontology in professional activity, and the importance of integrative approaches in competency-based education. Particular attention is paid to the development of professional self-awareness, ethical responsibility, reflective competence, and value-based orientations among future teachers. The article also explores major challenges observed in teacher education, including insufficient professional responsibility, weak ethical culture, and the underdeveloped professional self-concept among young pedagogues. Based on comparative analysis of international experiences and the current state of teacher training in Uzbekistan, several effective mechanisms are proposed, including value-reflective development, integrative-modular instruction, mentoring systems, deontological case studies, and digital pedagogical environments supported by artificial intelligence technologies. The findings demonstrate that the integration of deontological principles with interdisciplinary pedagogical approaches contributes significantly to the formation of a competent, ethically responsible, and professionally self-aware teacher. The study offers practical recommendations for improving the quality of higher pedagogical education and strengthening professional identity formation within modern teacher training systems.