Unpacking the multi-dimensional nature of teacher competencies: a systematic review

ABSTRACT

Teachers’ competencies play a pivotal role in delivering high-quality education, yet the existing literature in this domain appears fragmented, lacking a comprehensive understanding. In response to this gap, our study conducted a systematic review of literature spanning the last three decades. The objective was twofold: to scrutinize the current research landscape and emerging trends related to teachers’ competencies, and to conceptualize and theorize the complexity of these competencies. Our findings underscore the significant evolution of teacher competencies over time, driven by dynamic shifts in society, technology, and culture. Notably, we introduced innovative concepts such as Holistic Cognitive Competencies, Dynamic Instrumental Competencies, and Essential Affective Competencies to contribute to the conceptual framework. By elucidating the essential components for enhancing the teacher training system, our research not only provides valuable insights for practitioners and academics, but also identifies pertinent research gaps, challenges, and potential avenues for future exploration.

KEYWORDS:

• Teacher competencies
• cognitive competencies
• digital and technological competencies
• affective competencies
• systematic literature review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Social Sciences Program of Jiangsu University of Technology [grant number KYY22510]; Ningbo Natural Science Foundation [grant number 2023J287]; Zhejiang Provincial Federation of Social Science Circles Project [grant number 75257]; Talent Introduction Fund of Ningbo Tech University [grant number 1148057G20220075]; Zhejiang Province Social Science Foundation [grant number 24NDJC16Z].