Preview

Professional Discourse & Communication

Advanced search

Professional Competencies of Teachers of Foreign Languages

https://doi.org/10.24833/2687-0126-2022-4-4-42-52

Full Text:

Abstract

The article considers the changes that have been taking place in the world in recent years, including a growing demand for soft skills, and the impact these changes may have on the professional competencies of teachers of the English language worldwide. The authors explore professional standards and requirements for teachers in a number of countries, including Canada, the EU, Russia, and India in order to see whether these changes are reflected, and describe the teaching context in India to see what teachers are concerned with. The article shows that although digital competencies are included in the teachers’ competencies in many countries, certain expectations of learners and their potential employers are not reflected in frameworks of teacher competencies and requirements. The authors believe that current frameworks of teachers’ competencies in general and English language teachers’ competencies, in particular, need a partial revision to accommodate the expectations of learners and their potential employers, which may lead to a more interdisciplinary approach to teacher training.

About the Authors

B. Evangeline Priscilla
Vellore Institute of Technology
India

Evangeline Priscilla B, PhD is Professor in the Department of English

Vellore



A. V. Konobeiev
Moscow Pedagogical State University
Russian Federation

Alexey V. Konobeiev, Cand. Sci. (Pedagogy) is Academic Director at Umschool Academy and Associate Professor in the Department of Linguodidactics and Modern Technologies in Teaching English

Moscow

 



References

1. Binytska, K., Buchkivska, G., & Kokiel, A. (2020). Requirements for system of professional competencies of English teacher in EU countries. Continuing Professional Education Theory and Practice (Series: Pedagogical Sciences), 2 (63), 85-90. DOI: 10.28925/16098595.2020.2.12

2. Bloomberg BNA. Bloomberg Next. (2018). Building tomorrow’s talent: collaboration can close emerging skills gap. Arlington, Virginia: Bloomberg BNA. Retrieved from https://www.bna.com/uploadedFiles/BNA_V2/Micro_Sites/2018/Future_of_Work/Workday%20Bloomberg%20Build-Tomorrow-Talent_FINAL.pdf (accessed: 1 July, 2022).

3. Cambridge English Teaching Framework. (2018). Retrieved from https://www.cambridgeenglish.org/teaching-english/professional-development/cambridge-english-teaching-framework/ (accessed: 1 July, 2022).

4. Common Digital Competence Framework for Teachers. (October 2017). Instituto Nacional de Tecnologías Educativas y Formación del Profesorado. Retrieved from http://apren-de.intef.es/sites/default/files/2018-05/2017_1024-Common-Digital-Competence-Framework-For-Teachers.pdf (accessed: 1 July, 2022).

5. Curtain, H. (2000). Time as a factor in early start programmes. In J. Moon & M. Nikolov (Eds), Research into Teaching English to Young Learners (pp. 87-120). Pécs: University Press Pécs.

6. Demidova, A.V. (2018). Professional Competences of A Foreign Language Teacher in Multimedia Educational Environment. Proceedings of the Conference: 18th PCSF Professional Сulture of the Specialist of the Future, December 2018. doi:10.15405/epsbs.2018.12.02.169

7. Global Talent Trends 2019. (2019). Retrieved from https://business.linkedin.com/content/dam/me/business/en-us/talentsolutions/resources/pdfs/global-talent-trends-2019-old.pdf (accessed: 1 July, 2022).

8. Instefjord, E.J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45.

9. Karpova, L., Grigorieva, E., Ladonina, E., Popova, O., & Shchekoldina, A. (2018). Building Professional Competences of English Language Teachers. In SHS Web of Conferences, 50, The International Scientific and Practical Conference “Current Issues of Linguistics and Didactics: The Interdisciplinary Approach in Humanities and Social Sciences” (CILDIAH-2018). doi: 10.1051/shsconf/20185001077

10. Larsen-Freeman, D. (1986). Techniques and Principles in Language Learning. England: Oxford, 1986.

11. Mandasari, B., & Oktaviani, L. (2018). English language learning strategies: An exploratory study of management and engineering students. PREMISE – Journal of English Education and Applied Linguistics, vol.7, No 2, 61-79. doi: 10.24127/pj.v7i2.1581

12. Mishra, P., & Koehler, M.J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. Proceedings of society for information technology and teacher education international conference (2214-2226).

13. Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206-221. doi: 10.1016/j.compedu.2013.09.020

14. Myers, M.J. (2021). Developing soft skills and professional skills. Proceedings of the 14th Annual International Conference of Education, Research and Innovation, Online Conference, 8-9 November, 2021. doi: 10.21125/iceri.2021.0760

15. Reference Framework for Professional Competencies for Teachers. (2021). Quebec, Canada. Retrieved from https://cdn-contenu.quebec.ca/cdn-contenu/adm/min/education/publications-adm/devenir-enseignant/reference_framework_professional_competencies_teacher.pdf?1611584651 (accessed: 1 July, 2022).

16. Review of Australian Qualifications Framework Submission to the AQF Expert Panel. (March 2019). Retrieved from https://www.australianchamber.com.au/wp-content/uploads/2019/03/Aus-Chamber-AQFSubmission-2019.pdf (accessed: 1 July, 2022).

17. Senapathi, R. (2009). Communication Skills. Chennai: Lakshmi Publications.

18. Teaching English. British Council. Retrieved from http://www.teachingenglish.org.uk (accessed: 1 July, 2022).

19. Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50 (3), 1189-1209.

20. Tondeur, J., Van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers and Education, 94, 134-150.

21. Toshboeva, B. (2015). Professional Competence Of English Language Teachers In Uzbekistan. The World Of Languages: Perspective And Perspective, 6, 2. Retrieved from https://elib.bsu.by/handle/123456789/121151 (accessed: 1 July, 2022).


Review

For citations:


Evangeline Priscilla B., Konobeiev A.V. Professional Competencies of Teachers of Foreign Languages. Professional Discourse & Communication. 2022;4(4):42-52. https://doi.org/10.24833/2687-0126-2022-4-4-42-52



Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


ISSN 2687-0126 (Online)