Book chapter 2021

Integrating language teacher identity into competency-based language teacher education

KE
Ku, Eric K.
 LY
Liu, Yeu Ting
Competency-Based Teacher Education for English as a Foreign Language: Theory, Research, and Practice
Journal · pp. 39-56
Abstract

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. © 2022 selection and editorial matter, Amber Yayin Wang; individual chapters, the contributors.

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Author Affiliations
Faculty of International Resource Sciences, Akita University, Akita, Akita, Japan
Department of English, National Taiwan Normal University, Taipei, Taiwan, Taiwanese Ministry of Education, Taiwan
Funding & Acknowledgements
No funding information
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10 Cross, Russell, The ‘subject’ of Freeman & Johnson’s reconceived knowledge base of second language teacher education, Language Teaching Research, 24, 1, pp. 37-48, (2020)
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