Objectives. Research purpose is to determine the theoretical foundations and to elaborate the methodological landmarks necessary for the professional training of the pedagogical students for the elaboration and presentation in the school context of the didactic speech. The objectives of the present research are: to establish the theoretical foundations of the didactic speech from the perspective of pedagogical communication; the analysis of the university pedagogical curriculum in the initial formation of students for the didactic speech; the scientific foundation of the Theoretical model of the elaborated didactical speech; conceptualizing assessment indicators, criteria and performance descriptors of the didactic speech to ensure the effectiveness of the instructive process; elaboration, implementation and validation of the initial vocational training strategy of the pedagogical students for the didactic discourse. Material and methods. The design of the didactic discourse research was based on the logic of fundamental scientific procedures and processing, research methods and techniques, as well as all norms that guide their use in experimental research. The experimental study is related to the notional-terminological and applicative-methodological dimensions, reflected by the referential and instrumental character of didactic discourse, determined from the theoretical and conceptual landmarks of the research. The methodology of the research focused on the control of the variables established at the level of the didactic discourse components, the verification of the causal relations between them. The experimental approaches were provided by methods such as interview to assess students' representations about didactic discourse, the observation sheet on didactic discourse. Results. Following the analysis, it was observed that pedagogical students demonstrate abilities to design/transpose the didactic discourse at medium and low level, demonstrating an insufficient potential of the quality of the didactic discourse. Students encounter difficulties in the didactic transposition of the scientific content, thus there are difficulties in adapting the scientific language according to the level and particularities of the educated. They do not have a constantly fluent speech in the presentation, there are long pauses, with the tendency to use unnecessary repetitions, parasitic words (so, therefore, but, etc.), vocalizations (aaa, ăăă, mmm). Often the structure of a disourse is devoid of logic and choerence, expressiveness, flexibility and culture of expression; the vocabulary is simple; the ability to involve preschoolers in the discourse in order to learn the content is poorly pronounced; communication blockages and difficulties in expression frequently occur. Often, verbal communication is inconsistent with mimic-gestural and paraverbal behavior. Designing the lesson sequence using discursive strategies, students encounter most difficulties in the method of argumentation. Conclusions. The results lead to the conclusion that pedagogical students generally demonstrate low values for each evaluated discursive component, which indicates a low level of quality of the didactic discourse. The development of the design quality of the didactic discourse components for pedagogical students should be part of the reference of pedagogical specialties, completed by a system of competencies provided to be developed in the process of initial and continuous professional training.