Teaching skills is a set of psychosocial quality, general and specific, necessary to design training activities which have as purpose the continued development of human personality, achievable activities in different institutional environments, under relevant conditions to the product level (internal resources, capitalized). In psychology, the skill is approached in terms of its relations with the human capacity. It is interpreted as: synonyms, real, in relation with human capacity, virtual, etc.

The general function of the teaching skills exceeds the scope of the educational actions, employing all the educational resources of the human activity, capitalized on the level of: content (intellectual – moral – technological – aesthetics – physical), form (formal – nonformal – informal), research (basic – guide – applied), and management educational (leadership – global – optimal – strategic).

The structure of the teaching skills synthesize “a complex psychosocial traits” which ensure the competency of the education subject in the action of the permanently development of the educational object (preschool, pupil, student, etc.) Within this determined structure, is the ability of the teacher to communicate. It maintains the capitalization and the adequate integration of all features skills, achievable actually at the level of:

-         ability to know and to understand the subject of education

-         the capacity to stimulate the creativity needed to adapt to the new conditions that are arising during the unfolding educational / teaching action

-         the capacity to management organization of the activity at design – evaluation – deployment – self-improvement, through development of the reverse connection circuits.

The functional structure of the teaching skills, developed around the effective teaching communication ability, it correlates four general types of skills:

-         the policy competence, demonstrated through the correct reception and employment of the direct and indirect responsibilities, transmitted from the macrostructure finality.

-         the psychological competence, demonstrated through the correct reception and employment of the direct and indirect responsibilities, transmitted from the microstructure.

-         the scientific competence, demonstrated by the quality of the projects development at the line of continuity between the research basic – oriented – applied.

-         the social competence , which is dependent through the resources of adaptation of the “actors of the education” at the requirements of the national education community, local, regional, which are permanently moving.

The pedagogical skills “hire” a type of formative communication which emphasizes the quality of the teachers reported to three criteria of the global assessment:

-         the frequency of a creative behavior, adaptable to innovative changes, triggered at the system and process level;

-         the fan of the pedagogical situations, which are based on the structure function of the educational / teaching actions, in terms of continues self-adjustments;

-         the intensity of the effective pedagogical reaction in conditions of an open psycho – social field, which is influencing the behavior of the “educational actors”.

The practical dimensions of the teaching skills, shows triple hypostasis: the specialty teacher, teacher and class master, but also the hypostasis of teacher and adviser.

The specialty teacher hypostasis (native language, mathematics, physics, biology, philosophy, etc.), is requesting a particular type of teaching skills, based on the capacity of design – implementation – evaluation of knowledge, based on the strategy and skills needed in the learning activities, organized according to the specific objective of the school disciplines.

The teacher and class master hypostasis is based on the capacity of the formation of moral beliefs, while the teacher and adviser (or methodist teacher, director, inspector) hypostasis is based on the capacity of the leadership, in generally.