The article analyses the unique pedagogical approach of ethnopedagogical professional training of future pedagogues from a theoretical and methodological perspectives, based on a monographic study carried out by T. Panco within doctoral studies. Critically, a conceptual and functional trajectory is followed to argue the necessity, point out the specificity and content of the ethnopedagogical competence and present the impact of the students' practical and independent activities, achieved by capitalising on learning technology based on tasks with ethnopedagogical contents.