This article examines the theoretical model and pedagogical conditions for developing pedagogical training among prospective primary school teachers. The study is based on contemporary approaches to teacher education and highlights the importance of competency-based, student-centered, systemic, and activity-based frameworks in the formation of professional competence. The research analyzes the structural components of pedagogical training, including motivational, cognitive, operational, and reflective dimensions, and substantiates their interrelationship within a unified theoretical model. Particular attention is paid to pedagogical conditions that ensure effective professional preparation, such as the integration of theory and practice, the application of innovative educational technologies, the use of interactive teaching methods, and the development of reflective skills. The findings indicate that pedagogical training is a continuous and multifaceted process that requires systematic organization and methodological support. The proposed model contributes to improving the quality of teacher education and supports the preparation of competent, innovative, and reflective primary school teachers capable of meeting modern educational demands.