Integrating language teacher identity into competency-based language teacher education

Eric K. Ku, Yeu Ting Liu

研究成果: 書貢獻/報告類型篇章


As teacher education programs worldwide are experiencing a revival of the competency-based approach, scholars have criticized competency-based approaches for oversimplifying teacher development. Simultaneously, language teacher identity (LTI) has been recognized as inseparable from the teacher developmental process in language teacher education. How do language teacher educators reconcile the tension between emphasizing the development of skills and behavior (i.e., competencies) versus the development of the self (i.e., identity)? In this chapter, we argue that the issue is not a matter of choosing one approach over the other because both are important for the development of a successful teacher. In this light, the role of LTI should be further explored in competency-based language teacher education (CBLTE) programs. We call for the need for competency-based frameworks to integrate identities as part of the effort to improve CBLTE.

主出版物標題Competency-Based Teacher Education for English as a Foreign Language
主出版物子標題Theory, Research, and Practice
發行者Taylor and Francis
出版狀態已發佈 - 2021 1月 1

ASJC Scopus subject areas

  • 一般社會科學
  • 一般藝術與人文科學


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