The study of structural and functional aspects of modern foreign models of vocational and pedagogical competence is presented. Existing variants of competence models do not reflect ways of their comparison, interrelation and importance ranking. Therefore there is need for comparative analysis of the wide range of the experimental study of competences in teachers’ work. The use of modeling competence method together with practical, perceptive, speech and intellectual operations enabled to add some structural and functional components, corresponding to pedagogical and psychological requirements, to existing models and reveal their interrelations. Application of vocational competences models in teacher’s practice to improve education quality is described.