Teaching Strategies and Practices for Enhancing Teacher Competence: A Time-Structured Review

This chronological literature review explores the evolution of research on Teaching Strategies and Practices for Enhancing Teacher Competence, aiming to identify key trends and developmental patterns over time. Despite growing interest, existing studies remain fragmented, limiting a comprehensive understanding of how teaching strategies contribute to teacher competence. A systematic advanced search was conducted using the Scopus database with the main keywords teaching practices, teaching strategies, and teacher competence. Following a rigorous screening process, 97 high-quality journal articles were selected for analysis. The studies were categorised into four phases: Foundational Stage (2001–2013), Development and Consolidation Stage (2014–2019), Expansion and Acceleration Stage (2020–2023), and Rapid Growth and Intensification Stage (2024–2026). The findings reveal a clear progression in publication trends, methodological refinement, and increasing emphasis on digital pedagogy and competency-based approaches. This review highlights the growing maturity of the field and the value of chronological analysis in understanding research development.