Unpacking the multi-dimensional nature of teacher competencies: a systematic review
Huimin Zhang, Mu Tian
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.