Objectives This study aims to find out the common competencies required for Korean language career teachers who participated in the ‘Project to support the overseas practicum of Korean language pre-service teachers’ and to secure the validity of the competency group, name and definition. Methods We derived 21 competencies required for experienced teachers through in-depth interviews with four Korean language career teachers, content analysis, and literature review. In addition, the Delphi survey was conducted twice for 11 Korean language career teachers who participated in the ‘pre-service teacher practicum project’ to secure validity for competency groups, names, and definitions. Finally, we reflected experts’ advice to confirm the competencies of Korean language career teachers. Results Five competency groups and 19 competencies required for Korean language career teachers were derived. Among them, common competencies are three groups of ‘class preparation and management, teacher leadership, and self-development’, and 13 competencies specialized. Then, two groups specialized for the practicum project, ‘teacher training support, and project operation’ are related and six competencies were included. Conclusions It is meaningful that it was possible to contain rich and practical opinions of experienced teachers while collecting data in various ways and using a mixed analysis method to determine the competency of career teachers. The confirmed competencies can be used as primary factors for career teachers’ competency models and systematic capacity-building program development.

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