Introduction: The skills and knowledge that help teachers succeed academically are known as “teacher competencies”. To refine, explore, and upgrade their teaching methods, teachers must increase their skill and knowledge. Research on teachers' competences usually concentrate more emphasis on instructors' responsibilities in the classroom than on their competencies (Selvi & Peter Lang, 2010). Methodology: Walker & Avant model is being used for the concept analysis of “Teacher Competency”. This model was introduced in 1986. It is the most commonly used methodology in nursing as it is easy for graduates to understand and describe the processes in depth. Concept analysis, concept synthesis, and concept derivation are the three different processes that were described by Walker & Avant in 2011 (Mc Ewen & Wills, 2014). Results: This conceptual analysis can serve as a valuable reference for educational institution administrators, evaluators, teachers, and curriculum designers. It emphasizes the critical components of teacher competency, which can help with focused professional development and curriculum refinement, ultimately boosting educational quality and effectiveness. Conclusion: The concept analysis presented offers a broad theoretical comprehension regarding the nature of teacher competency, including its goals, characteristics, components, and developmental process. With the growing significance of nurse educator competency-based training, as highlighted by major medical education institutions in recent years, it has become apparent that curriculum modification and design are necessary.
Keywords: Borderline case, Competency, Concept analysis, Contrary case, Model case, Nurse educator, Professional, Walker & Avant Model.
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Source of Funding:
No funding has been reported.
Conflict of Interest:
The authors declare that they have no conflict of interest.
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The authors declare that they consented to the publication of this study.
