To identify necessary content for teacher education, we first have to model professional competences of teachers as their abilities for applying a body of knowledge and concepts of physics to create an optimal learning environment. In general, competence can be seen as a cluster of characteristics including knowledge, skills, beliefs and abilities, which enable and improve the performance of a job. Consequently, competences always refer to a context and a task or problem to solve. Professional competence of physics teachers includes many areas of physics knowledge but also social and educational knowledge and skills to apply successfully to their teaching in the classroom. In the case of teaching physics, teachers’ professional competence requires their content knowledge on an adequate level but also their abilities, motivation and volition to teach physics in their respective classes. Beliefs and values of teachers often have their sources in everyday life as well as in the related scientific communities at university. Therefore, teachers should know the actual scientifically acquired knowledge about attitudes and values in order to identify their own attitudes and values and to assess their impact on teaching and learning. In addition, self-regulation competencies are necessary for teachers to organize their own working and their learning processes for keeping the development of their own resources. © 2021, Springer Nature Switzerland AG.
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