Teacher’s professional competencies have been discussed extensively in the literature, often linked to educational policy discourses, teaching standards, student learning outcomes, or the intended outcomes of teacher education. Extensive, but fragmented and loosely theoretically or empirically based lists of teacher competencies are provided without much clarification of how, when, and why teachers learn and identify the competencies they need. Teacher competencies and how they are related to the core of their work as thinking practice have been discussed extensively by a range of stakeholders. However, what is actually needed in order to attain such competencies has been less studied. This paper contributes to the gap in the literature on active and intentional learning of teacher competencies by elaborating the relationship between teacher competencies and professional agency for learning. Through this, our aim in this article is to provide a better understanding of the topic, both theoretically and empirically. Drawing on earlier research, we have elaborated on the relationships between a teacher’s professional competencies and agency for learning among pre- and in-service teachers. We also aim to answer the question: what characteristics of teacher education lead to student teachers becoming competent and agentic? Why should we focus on those features during pre-service teacher education and as part of a teacher’s career?

中文翻译：

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专业学习机构是培养教师能力的关键？

教师的专业能力在文献中被广泛讨论，通常与教育政策论述、教学标准、学生学习成果或教师教育的预期成果有关。提供了广泛但零散且松散的理论或经验基础的教师能力清单，但没有过多说明教师如何、何时以及为何学习和确定他们需要的能力。教师的能力以及它们与作为思维实践的工作核心的关系已被一系列利益相关者广泛讨论。然而，很少有人研究过为了获得这些能力而实际需要什么。本文通过阐述教师能力与专业学习机构之间的关系，弥补了有关教师能力主动和有意学习的文献中的空白。通过这一点，我们在本文中的目的是从理论上和经验上更好地理解该主题。借鉴早期的研究，我们详细阐述了教师的专业能力与在职教师和在职教师之间的学习能力之间的关系。我们还旨在回答这个问题：教师教育的哪些特征会导致学生教师变得有能力和能动性？为什么我们应该在职前教师教育期间以及作为教师职业的一部分关注这些特征？我们在本文中的目的是从理论上和经验上更好地理解该主题。借鉴早期的研究，我们详细阐述了教师的专业能力与在职教师和在职教师之间的学习能力之间的关系。我们还旨在回答这个问题：教师教育的哪些特征会导致学生教师变得有能力和能动性？为什么我们应该在职前教师教育期间以及作为教师职业的一部分关注这些特征？我们在本文中的目的是从理论上和经验上更好地理解该主题。借鉴早期的研究，我们详细阐述了教师的专业能力与在职教师和在职教师之间的学习能力之间的关系。我们还旨在回答这个问题：教师教育的哪些特征会导致学生教师变得有能力和能动性？为什么我们应该在职前教师教育期间以及作为教师职业的一部分关注这些特征？教师教育的哪些特征导致学生教师变得有能力和有动力？为什么我们应该在职前教师教育期间以及作为教师职业的一部分关注这些特征？教师教育的哪些特征导致学生教师变得有能力和有动力？为什么我们应该在职前教师教育期间以及作为教师职业的一部分关注这些特征？