Аңдатпа
The article explores the theoretical foundations of studying key teacher competencies by analyzing academic literature and regulatory documents from the Republic of Kazakhstan, as well as drawing on international experience. The study aims to compare the competency requirements for future teachers in countries with different educational governance systems: centralized (Kazakhstan, Russia, and China), decentralized (Germany), and hybrid (Sweden). Based on the analysis of ten conceptual models of teacher competencies, seven key competencies were identified: subject knowledge, pedagogical content knowledge, assessment competencies, reflection and self-improvement, technological/digital competencies, communication skills, and classroom management. In addition, the study highlights promising competencies recommended for integration into teacher preparation programs, including media literacy, research competency, project-based and cognitively activating teaching methods, and ICT competencies. The research revealed common trends and specific features in approaches to teacher competency development depending on national educational traditions and contemporary challenges of the digital era. The findings can inform the enhancement of teacher professional development programs and the revision of pedagogical curricula in higher and vocational education institutions.