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It studies how competency concepts relate to “good practices” and provides a definition and taxonomy for science teacher competencies. The analysis highlights a teacher-preparation “threefold structure” anchored in Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge, emphasizing science learning in social and technological contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-teacher-competencies-in-a-knowledge-based-society-volume-1-number-1-abstract-classification-overview/588423/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-teacher-competencies-in-a-knowledge-based-society-volume-1-number-1-abstract-classification-overview/588423.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper focus on regarding science teachers’ competencies?","Question",{"text":112,"@type":113},"It analyzes science teachers’ competencies, emphasizing their importance and how they connect to “good practices.” It also discusses how competence definitions and taxonomies help understand educational reform.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the key components of teacher preparation mentioned in the paper?",{"text":117,"@type":113},"Teacher preparation is described as a threefold structure: Subject Matter Knowledge (SMK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK).",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper characterize the evolution and broader view of competency?",{"text":121,"@type":113},"It moves beyond discrete task performance to include transferring knowledge and skills to new situations, managing tasks, responding to irregularities, and integrating different kinds of knowledge synergistically.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588423,1792188920,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 1, Number 1, 2008  \nSCIENCE TEACHER COMPETENCIES IN A KNOWLEDGED  \nBASED SOCIETY  \nAdrienne Kozan Naumescu  \nAbstract. Science teachers’competencies are analyzed in this paper. The importance of teachers’competencies is underlined and also the importance of competencies in so called “good practices”  \nobtaining, is studied. The definition of science teachers competencies and their taxonomy are very important in understanding the educational reform in European context. . The recent literature and many reforms in the field of science teacher education suggest that teacher preparation has a“threefold structure” with the anchoring pillars being Subject Matter Knowledge (SMK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK) . Science education programs should pay more attention into the learning of science in social and technological context. The reform in the educational field has to pay a special attention on science teachers’competencies.  \nZusammenfassung: In diesem Artikel sind die Kompetenzen der Naturwissenschaftslehreranalysiert. Die Wichtigkeit der Kompetenzen der Lehrer und die Kompetenzen in den sogenannten“gute Praktiken” werden studiert. Die Definition der Kompetenzen der Naturwissenschaftslehrer und deren Taxonomie sind sehr wichtig für das Verstehen der Reform der Schulbildung im europäischen Kontext. Die neueste Literatur und viele Reformen im Bereich der Wissenschaftslehrerbildung lassen vermuten, dass die Vorbereitung der Lehrer eine „Dreifachstruktur“ mit den Schwerpunkten Fachkenntnis, pädagogische Kenntnisse und Kenntnisse des pädagogischen Inhaltes. Die Wissenschaftserziehungsprogramme sollten mehr auf das Lernen der Naturwissenschaft im gesellschaftlichen und technologischen Rahmen achten. Die Reform des Erziehungsbereiches muss ihre Aufmerksamkeit speziell auf die Kompetenzen der Naturwissenschaftslehrer richten.  \nKey words: science teacher, subject matter knowledge, competencies, good practices  \n1. Introduction  \nMany researchers, trainers and associations, currently working on proposing standards for science teachers’ education and profession, have tried to analyse the new role characterising the science teacher by focusing on the involved “competencies”. This concept is considered relevant in all professional fields and particularly in education research, given the fact that these processes are based on interactions amongst human beings.  \nA definition proposed by De Ketele (1996) is the following: “A competence is a set of organized capacities (activities), which act on contents in a given category of situations in order to solve aproblem.” In this definition a competence is described as an ability to carry out a specified task or activity to predetermined standards of attainment. According to De Bueger-Vander Borght C. (1996) :“competence refers to a state of being well-qualified to perform an activity, task or job function. When a person is competent to do something, he or she has achieved a state of competence that is recognizable and verifiable to a particular community of practitioners. A competency, then, refers to the way that a state of competence can be demonstrated to the relevant community”.  \nIn such definitions the notion of competency is confined to the ability to perform a discrete task or“discrete workplace requirement”. The notion that tasks and workplace requirements can be discrete from knowledge, skills, values, attitudes and context is problematic.  \nA parallel evolution of a more complex view of competency from many researchers in the last decade recognises a concept which incorporates “the ability to transfer skills and knowledge to new situations and environments” as well as the performance of tasks expected in the workplace. This “broader”concept can include among others: the performance of tasks, the management of a series of tasks, the ability to respond to irregularities and contingencies, the capacity to deal with the complexities of the  \nAdrienne","cbCain60fA2CvagK","https://ap.wps.com/l/cbCain60fA2CvagK","pdf",140053,"English","# Abstract\n# Introduction\n# Competencies’ classification","[{\"question\":\"What does the paper focus on regarding science teachers’ competencies?\",\"answer\":\"It analyzes science teachers’ competencies, emphasizing their importance and how they connect to “good practices.” It also discusses how competence definitions and taxonomies help understand educational reform.\"},{\"question\":\"What are the key components of teacher preparation mentioned in the paper?\",\"answer\":\"Teacher preparation is described as a threefold structure: Subject Matter Knowledge (SMK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK).\"},{\"question\":\"How does the paper characterize the evolution and broader view of competency?\",\"answer\":\"It moves beyond discrete task performance to include transferring knowledge and skills to new situations, managing tasks, responding to irregularities, and integrating different kinds of knowledge synergistically.\"}]","SCIENCE TEACHER COMPETENCIES IN A KNOWLEDGE-BASED SOCIETY - Volume 1, Number 1 - Abstract & Classification Overview | PDF",1792065223,18]