Abstract:
The purpose of this research is to build the operational model of developing of methodological competences at
beginning teachers. Our study focuses on the following of two objectives: the content analysis of theoretical models and
educational policies at national and international level regarding to the methodological competences and the
identification of the specific categories of competences that will form the operational model. The paper consists of an
ascertained research developed, since 2010. The content analysis of the theoretical models and educational policies
emphasizes the number of specific themes of methodological competences. After applying of content analysis there are
result the categories and subcategories of methodological competences: formulation of operational objectives, the
selection of contents, the development of teaching strategies, the assessment design strategy, design teaching. The
operational categories of competences were surveyed of expertise of a group of 30 specialists in the field of Educational
Sciences from university education. There are present the results of semi structured interview for capturing the
characteristic elements that define the operational model to develop methodological skills at beginning teachers. This
study provides both theoretical results, through building of the operational model at general level, but statistical data
about the types of methodological competences involved at beginning teachers training at particular level.
