Professional Development of a Foreign-Language Tertiary Teacher: Competence-Based Approach

Abstract

The article describes research aimed at outlining the pathways to structure EFL tertiary teachers’ professional development at an institution of continuous education – Academy of professional development and re-training of educators in Moscow, Russia- based on defining the scope of professional competences the in-service EFL teachers should possess. The theoretical basis of the research was provided by the theory of Professional Linguo-Didactics and the empirical stage was carried out through surveys conducted among participants in professional development courses at the Academy – in-service EFL teachers in several tertiary institutions of non-linguistic specialisms, as well as graduates from linguistic universities – future EFL teachers. Based on the findings of the surveys, the scope and content of professional competences that the EFL teachers should possess were determined and syllabi for their professional development were designed and piloted at the aforementioned Academy. The results of the research fill the gap in both theoretical and practical knowledge in the methodologies of further professional education for EFL tertiary teachers, which allows bridging the gap between the teachers of pre-service training in the knowledge-based educational paradigm and the existing requirements to act as educators in the emerging competence-based educational context.

DOI: 10.5901/mjss.2015.v6n6s5p257