The accelerating complexity of contemporary classrooms demands that teacher-education programmes shift from transmissive training to adaptive formation of pedagogical skills. This article elaborates a functional approach as the conceptual basis for improving the methodology of skill development in future teachers. Drawing upon functional linguistics, systems thinking, and professional action theory, the study proposes that pedagogical skills are best construed as context-dependent functions embedded in instructional situations rather than as decontextualised techniques. A design-based research project conducted at Fergana State University piloted an enhanced methodology featuring function-oriented task cycles, reflective dialogue, and performance analytics. Mixed-methods evaluation revealed statistically significant gains in planning coherence, classroom interaction quality, and adaptive decision-making when compared with a control cohort following a conventional competency-based curriculum. Qualitative findings indicate that the functional approach cultivates an integrated professional vision, enabling novices to map instructional challenges onto purposeful actions with greater agility. The discussion positions the revised methodology within global teacher-education reforms and offers implementation guidelines for curriculum designers and teacher educators.  

Functional approach, teacher education, pedagogical skills

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