This study is focused on the curricular innovations of methodological subjects for acquiring of teachers competences at undergraduate education where students as prospective chemistry teachers serve as a goal group. The redesign of seminar as an essencial curricular form is based on consistent consideration of topical didactic principles. Research into the optimal performance of seminar work focuses particularly on their organisation, methodology and evaluation. These three model parameters serve to implement student seminar activities in accordance with Bologna teachers competences. Using the descriptive empirical method for students self-evaluation of seminar work defined in methodological subject module of three subjects (Didactics of Chemistry, Experiments and Natural Activities-Mentroship) some eforts in bettering the competence mastery over.