Book contents
- Professionalising English Language Teaching
- Professionalising English Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgements
- 1 English Language Teaching in the Twenty-First Century
- 2 Conceptualising Teacher Professionalism in English Language Teaching
- 3 Teacher Education and Professional Competences
- 4 Reflective Practice and Teacher-Led Research
- 5 Teacher Autonomy
- 6 Materials Development and Task Design
- 7 Teaching English in the Digital Age
- 8 Teacher Leadership
- 9 Building Professional English Language Teaching Development Communities
- References
- Index
3 - Teacher Education and Professional Competences
Published online by Cambridge University Press: 24 October 2024
- Professionalising English Language Teaching
- Professionalising English Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Acknowledgements
- 1 English Language Teaching in the Twenty-First Century
- 2 Conceptualising Teacher Professionalism in English Language Teaching
- 3 Teacher Education and Professional Competences
- 4 Reflective Practice and Teacher-Led Research
- 5 Teacher Autonomy
- 6 Materials Development and Task Design
- 7 Teaching English in the Digital Age
- 8 Teacher Leadership
- 9 Building Professional English Language Teaching Development Communities
- References
- Index
Summary
This chapter further specifies and particularises the concept of competence orientation in teacher education that was first outlined and presented in Chapter 1. First and foremost, it argues that discourse competence in the English language is an overarching goal of all language teaching and learning in schools. Thus, student teachers must fully acquire discourse competence to facilitate the development of their learners’ discursive and linguistic competences. The chapter elaborates on the general concept of competence in more detail before explaining discourse competence as a meta-concept. It also provides examples of how competence orientation is concretised in can-do descriptors for student teachers and outlines a broad range of English language teaching competences that need to be developed. Finally, the chapter explains and illustrates how competence orientation in teacher education is translated into structured curricular programmes.
Keywords
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- Information
- Professionalising English Language TeachingConcepts and Reflections for Action in Teacher Education, pp. 43 - 71Publisher: Cambridge University PressPrint publication year: 2024