TY - CHAP
T1 - Integrating language teacher identity into competency-based language teacher education
AU - Ku, Eric K.
AU - Liu, Yeu Ting
N1 - Publisher Copyright:
© 2022 selection and editorial matter, Amber Yayin Wang; individual chapters, the contributors.
PY - 2021/1/1
Y1 - 2021/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85129837228&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85129837228&partnerID=8YFLogxK
U2 - 10.4324/9781003212805-4
DO - 10.4324/9781003212805-4
M3 - Chapter
AN - SCOPUS:85129837228
SN - 9781032080741
SP - 39
EP - 56
BT - Competency-Based Teacher Education for English as a Foreign Language
PB - Taylor and Francis
ER -