The current presents advances of an investigation on evaluation of teaching competences in post-graduate studies of three institutions of teaching training. The investigation covers two stages: 1) identification of teaching competences and 2) validation of an instrument for its evaluation. The work of the first stage was sustained by: a) diagnosis of teaching in post-graduate studies, b) theoretical model of evaluation of competences proposed by the Network of Investigating on Teaching Evaluation (RIED) and, c) construction of a proposal for the identification of teaching competences. For the teaching diagnosis a questionnaire was used, by means of which it was characterized to the educative practice and areas of teaching performance were outlined. Two theoretical bases were considered from two models of the RIED are considered. The proposal to identify teaching competences was proven, by a panel of experts, using techniques that lead to the identification and shape of five competences.

In the second stage it is constructed and piloted an instrument aimed for the students to evaluate three of the five identified competences: pedagogical interaction, educative communication and learning evaluation. For the instrument’s design, the following were considered: evidences of the teaching performance, teaching situation and rubrics were included to set the performance in three levels: expert, with certain experience, and novice. The results of the pilot indicate in the general that significant differences do not exist in the valuations sorted by age groups and seniority; nevertheless, important differences are noticed with respect to schooling levels and the participant institutions.

Identification of competences, evaluation of teaching competences, teaching evaluation, educative practice.