The present day's teacher faces the necessity to understand governmental educational policy in the frame of world -wide and European issues. The function of the teacher as the knowledge evaluator is not satisfactory any more. Teacher's work, which was understood as a limited teaching practice, nowadays is developing into a many-folded activity. According to V.Barnett (1994), J.Delors (1996), D.Lepaite, P.Juceviciene (2002, 2003), A.Novoa and M.Lawn (2002); P.Juceviciene, V.Brazdeikis (2003); V.Tumeniene, B.Janiunaite (2004); N.Bankauskiene & oth. (2004); V.Budiene (2004) the context of European educational dimensions creates a qualitatively new space for teaching action, which makes the teacher to respond to the social demands of the above mentioned context and take new, untraditional roles in the educational surroundings. It is not enough to be a good specialist in a subject teaching. He /she has to acquire not only new professional skills, but also to understand the main reasons of the paradigmatic change and its consequences (A.Augustiniene, 2004; N.Ciuciulkiene, 2004). Globalisation, multicultural social environment demands from the present day teacher not only being a good class manager and leader of the pupils' development but also demonstrating problem solving and decision-making competence outside the classroom. In this context while trying to respond to the contemporary tendencies of teacher training it is possible to determine the following problem question: Does action research create a possibility for the development of teacher's contemporary competencies' thesaurus?The purpose of the research is to investigate the variety of the competencies that a future or a re-qualifying teacher acquires in the framework of the action learning while performing action research. The objectives of the research are: To analyse the structure of the contemporary teaching competence, which is important for the qualTo perform the qualitative analysis of the final theses presented by the students of KTU re-qualifying program "Pedagogy".The following research methods were applied in the research: Scientific literature analysis contributes to the framework of teaching roles, functions and competencies; it reveals the identification of the relationship between action learning and action research in the context of which the possibilities to develop teaching competencies are created. .Documentary analysis reveals the basic governmental political concepts concerning the development of teachers' competences. .Content analysis of the final theses presented by the students of KTU re-qualifying program "Pedagogy".The research sample consists of the 46 final theses (n=46) of the "Pedagogy" students and 1388 quotation items, taken from the final theses.Hypothesis of the research paper argues that action research provides a positive environment for the development of the qualitatively new teaching competencies, which may be revealed while performing action research. The research data state that after performing scientific literature analysis it is possible to conclude that: Cross-cultural competence has three main components revealed through three subcategories that demonstrate teachers' openness towards European and world educational inheritance, their motivation to bring to life contemporary educational ideas and directions, to manage basic future strategies and tendencies. Teaching activities and action research help the teachers to perceive what competencies what competencies they already possess and what competencies they are still to develop. While performing teaching activities and while learning through the action develops his/her transferable competencies such as researching competence, self assessment competence, change, information and knowledge management competence while performing the research, negotiating and discussing current problems and questions. Pedagogical professional competence is revealed while developing pupils' motivation and support competencies, pupils' knowing and assessment social-cultural competencies.Key words of the research paper are: teacher competencies, action research.