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English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation
Limited empirical research on the key competencies of front-line English teachers, particularly primary and middle school English teachers in rural regions, exists in the current literature. This research focuses on front-line instructors and examines their mastery of the key competencies in English...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9093179/ https://www.ncbi.nlm.nih.gov/pubmed/35572314 http://dx.doi.org/10.3389/fpsyg.2022.849099 |
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author | Lu, Huashan Jiang, Changgang Guo, Fei |
author_facet | Lu, Huashan Jiang, Changgang Guo, Fei |
author_sort | Lu, Huashan |
collection | PubMed |
description | Limited empirical research on the key competencies of front-line English teachers, particularly primary and middle school English teachers in rural regions, exists in the current literature. This research focuses on front-line instructors and examines their mastery of the key competencies in English language teaching. Through in-depth interviews, this paper examined eight rural junior middle school English teachers on their understanding of developing students’ key competencies in English language teaching, as well as the obstacles and challenges they experienced in curriculum implementation. The study found that although front-line teachers have a positive attitude toward the key competencies, there is still a certain gap between their comprehension of key competencies and policy requirements and practical demands. In order to implement core qualities and effectively promote curriculum reform, we need to strengthen teacher development training for front-line English teachers, especially for primary and secondary school English teachers in rural areas, to improve their understanding and professionalization of the new round of curriculum reform. |
format | Online Article Text |
id | pubmed-9093179 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-90931792022-05-12 English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation Lu, Huashan Jiang, Changgang Guo, Fei Front Psychol Psychology Limited empirical research on the key competencies of front-line English teachers, particularly primary and middle school English teachers in rural regions, exists in the current literature. This research focuses on front-line instructors and examines their mastery of the key competencies in English language teaching. Through in-depth interviews, this paper examined eight rural junior middle school English teachers on their understanding of developing students’ key competencies in English language teaching, as well as the obstacles and challenges they experienced in curriculum implementation. The study found that although front-line teachers have a positive attitude toward the key competencies, there is still a certain gap between their comprehension of key competencies and policy requirements and practical demands. In order to implement core qualities and effectively promote curriculum reform, we need to strengthen teacher development training for front-line English teachers, especially for primary and secondary school English teachers in rural areas, to improve their understanding and professionalization of the new round of curriculum reform. Frontiers Media S.A. 2022-04-27 /pmc/articles/PMC9093179/ /pubmed/35572314 http://dx.doi.org/10.3389/fpsyg.2022.849099 Text en Copyright © 2022 Lu, Jiang and Guo. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Lu, Huashan Jiang, Changgang Guo, Fei English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation |
title | English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation |
title_full | English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation |
title_fullStr | English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation |
title_full_unstemmed | English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation |
title_short | English Teachers’ Conceptualizations of Key Competencies in English Language Teaching and Challenges to Their Implementation |
title_sort | english teachers’ conceptualizations of key competencies in english language teaching and challenges to their implementation |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9093179/ https://www.ncbi.nlm.nih.gov/pubmed/35572314 http://dx.doi.org/10.3389/fpsyg.2022.849099 |
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