This article aims to introduce and analyze the contributions of the pedagogical model MP_CompDocHibrid, which was designed to develop teaching competencies for hybrid education. A multiple case study was conducted with two groups of trainee school teachers in Uruguay who were in charge of 543 secondary school students. The model was planned, implemented, and assessed in various iterations through surveys, semi-structured interviews, and participant observation. As a result, the final pedagogical model is presented, detailing its components and contributions: its epistemological basis, the characteristics of the subjects involved, a pedagogical architecture, a chart of teaching competencies for this scenario, a set of pedagogical strategies and an analysis of the model’s contributions to the developing of teaching competencies. This proposal seeks to aid in the systematic development of teaching competencies for novice teachers in hybrid education. It offers a teaching competencies framework and some guidelines for teacher training programs that promote building those competencies for teaching in hybrid modality.