Abstract
The idea of competency, which is widely disseminated through science curricula in various countries, has great potential for the professionalisation of science teachers. Moreover, teachers need competencies for introducing these competencies and for supporting students to develop them. In this chapter, we explore a characterisation of scientific competencies that can be productive for the pre-service teacher education. With such a definition, it would be possible to inspect some “paradigmatic” competencies in science teaching.