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This study collected and analyzed teacher competency models, focusing on research reports and academic journals from major countries, including Korea, to comprehensively examine both the core competencies of teachers that remain constant over time and those newly required by current trends. The research results are as follows: First, as technology advances, teachers' digital competencies are becoming more specialized. Second, future-oriented teacher competencies are emerging as significant factors. Third, social and emotional competencies of teachers are being emphasized. Fourth, ‘instructional design competency’, and ‘basic literacy competency' are consistently highlighted as core competencies for teachers. The implications of these findings are as follows: First, it is necessary to periodically review and evolve the teacher competency model at the national level. Second, the curriculum of teacher training institutions should be reorganized to foster teachers' future competencies. Third, training programs should be enhanced to strengthen teachers' digital competencies. Fourth, it is essential to internalize a professional learning community to boost teachers' educational community competencies and teaching expertise. This study, which examined changes in the teacher competency models, is expected to provide valuable insights for improving and developing teacher training and re-education programs in the future.
Baek et al. (Mon,) studied this question.