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Abstract: The article deals with the concepts of pedagogical competence and pedagogical skills as components of the professionalism of the teacher, in order to identify their structural components, as well as theoretical and practical experience of research of domestic and foreign scientists. Attention is paid to the analysis of definitions of the concept of profession. The socio-pedagogical and individual-personal aspects of the professionalism of educational personnel are analyzed. Emphasis is placed on the comparative characteristics of the concepts of “pedagogical competence” and “pedagogical skill”. The necessity of elimination of contradictions of such important concepts as pedagogical competence and pedagogical skill in the structure of teacher's professionalism at the stage of introduction of new educational standards is proved. An important circumstance should be recognized as a significant impact on these two concepts of modern conditions of pedagogical activity. Modern requirements for pedagogical competence often come into conflict with the generally accepted ideas about the content of this concept, which leads to low efficiency of professional activity of the teacher in the end. The main method of research – comparative analysis – was aimed at identifying the structural components of the professionalism of the teacher by determining the ratio of pedagogical skills and pedagogical competence in relation to the conditions of professional activity. Currently, the conditions of professional activity in the pedagogical environment have changed in principle and therefore there is a need to develop new approaches to the assessment of pedagogical competence and pedagogical skills. In the structure of professionalism of the teacher the concept of his pedagogical competence became dominant, and pedagogical skill of the teacher in the conditions of the modern educational environment acquired collective value. At the same time the actual value of pedagogical skill in modern conditions can be expressed as the highest level of pedagogical competence and therefore can acquire the independent formalized status in the process (system) of professional improvement of the teacher.