Professional Competency Development of Future English Language Teachers: A Framework for the 21st Century
DOI:
https://doi.org/10.5281/zenodo.18418945Ключевые слова:
English language teaching, teacher education, professional competencies, digital pedagogy, reflective practice, competency-based educationАннотация
This paper examines the evolving paradigm of professional competency development for future English
language teachers (ELTs) in the context of globalization and digital transformation. Moving beyond traditional knowledge-
based models, the study proposes a holistic framework centered on six integrated competency domains: digital
pedagogical integration, intercultural communicative competence, data-informed reflective practice, ecological classroom
management, collaborative professional identity formation, and innovative material design. The paper argues that
contemporary teacher education must transition from a transmission-based approach to a constructivist, experiential
model in which these competencies are developed through authentic, technology-enhanced micro-teaching ecosystems,
cross-cultural virtual exchanges, and collaborative action research. The findings suggest that a competency-based, iterative
curriculum aligned with real-world classroom challenges significantly enhances pre-service teachers’ adaptability,
self-efficacy, and readiness for diverse educational settings. The study concludes with practical recommendations for
curriculum designers and policymakers in Central Asian higher education contexts
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