{'fraction_non_alphanumeric': 0.025528811086797956, 'fraction_numerical': 0.0, 'mean_word_length': 6.707865168539326, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Review of the Development, Assessments, Success Driving Factors of Teacher's Research Competencies

The ability to conduct research is an indicator for teacher's professional competence. Research competencies, either formal research or classroom action research, are currently being developed by prospective teachers and teachers. This paper aims to provide a comprehensive review about prospective teachers' research competencies. The results of this literature review include the development of research competencies, research competency indicators, and the driving factors for the successful development of prospective teacher research competencies. The strategy for developing research competencies is to use effective research learning methods and media. The most significant aspects to assess research competence are content knowledge, methodological skills, and skills in focusing on research outcomes, skills in reviewing research settings, communication skills, behavioristic abilities (behavior), affective abilities, motivation, ethical issues, and information technology skills. The driving factors contribute to the success of developing teacher research competencies: writing skills, student motivation, student activeness, mentor activeness, advisory experience, collaborative, learning commitment, and support for research facilities and infrastructure.