The Role of Teacher Certification in Competency-Based Learning

In Azerbaijan, the preparation of teachers for competency-based instruction has been identified as one of the main and consistently implemented priority directions of contemporary education reforms. Efforts in this field are carried out in a systematic manner through both a legal and regulatory framework and practice-oriented training mechanisms. The “State Strategy for the Development of Education” and the updated General Education Curriculum have significantly raised expectations regarding teachers’ professional performance, making it essential to develop not only pedagogical skills but also digital competencies and curriculum-based lesson planning abilities. In higher education institutions, teacher preparation at the bachelor’s degree level is being reorganized in accordance with a competency-oriented model, with an expanded emphasis on practical coursework and pedagogical practice. The professional development of in-service school teachers is continuously supported by the Education Institute and regional development structures. In Azerbaijan, the teacher certification process serves as an important mechanism that not only ensures the assessment of teachers’ knowledge and skills but also plays a key role in promoting their professional development. The article examines Azerbaijan’s experience in competency-based teacher education in a comparative perspective, alongside certification models implemented in several countries, including Finland, England, Singapore, and the United States.