Abstract
In the world of today there are a number of differences between the theory and practice of the methodology of teaching that record the transition from the scientific rigor to formalism. Although the specialized literature features sufficient teaching- learning methods that can be useful tools in the achievement of the educational objectives, in the educational practice there have emerged some procedures which, without scientific consistency, are incorrectly promoted as true active-participative methods. Our study aims at answering the following question: to what extent do the teaching methods used by teachers allow the achievement of the objectives of the educational process? In this respect, our goal is to highlight new features and the relationship between new teaching methods and those that are already known. This study is a theoretical approach based on the analysis of design documents for pre-university teachers and educational activities conducted in the classroom.
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