The purpose of the study was to determine effective approaches to the development of the pedagogical motivation of future teachers. The methodology included an analysis of pedagogical motivation and the competence-based approach, the implementation of a pedagogical experiment with control and experimental groups; within scenario modelling three scenarios for the development of the pedagogical motivation of future teachers were distinguished, namely an active-professional, an adaptive-competence-based and a formally-oriented scenario. The main results of the study indicated the effectiveness of a competence-oriented approach in forming the internal motivation and professional confidence of future teachers. In the experimental group, after the introduction of elements of competence-based learning, the proportion of students with a high level of motivation increased statistically significantly (p < 0.01) from 13-30% to 48-56% according to key indicators: interest in mastering the profession, satisfaction with the performance of learning tasks, awareness of the social significance of pedagogical activity, the personal meaning of professional training, readiness for self-development and for improving pedagogical abilities and skills. Before the experiment, most students demonstrated medium or low confidence in making pedagogical decisions (responses “3” – 29-37%, “5” – 11-20%). After the introduction of competence-based practices in the experimental group, the share of high scores “5” increased to 28-36% according to different criteria, and low scores almost disappeared. Progress was observed in the cases on communication with parents and on increasing pupils’ learning motivation, where the average level of scores “4-5” exceeded 65%, whereas in the control group it was 30-40%. It was established that the active use of micro-projects, cases, role-playing games and systematic reflection formed internal motivation, increased the level of competence and facilitated the conscious involvement of students in pedagogical practice. In addition, the study distinguished three scenarios for the development of pedagogical motivation, namely an active-professional, an adaptive-competence-based and a formally-oriented scenario. The practical significance of the work lies in the possibility of using the obtained results in institutions of teacher education for the development of differentiated learning trajectories