Frontiers in Educational Research, 2022, 5(20); doi: 10.25236/FER.2022.052002.
Liu Yumei1, Liu Qiaochu1, He Dingxiang2
1School of Foreign Languages, Lingnan Normal University, Zhanjiang, China
2Zhanjiang No. 2 Middle School, Zhanjiang, China
Teacher competence is the foundation of teachers’ professional development, the beacon of student competence improvement, and the guarantee of teaching quality. Teachers are human beings first, and then teachers. From the identity of teachers as social, professional, and educative beings, this article aims to discuss the role and significance of teachers’ competences of empathy, loving life, interdisciplinary knowledge, recognizing textual themes, assessing and improving teaching, educating people with values and thinking critically on culture, which can analyze the essence of teachers’ competence and decipher the new connotation of foreign language teachers’ professional competence.
Human Identity, Foreign Language Teachers’ Professional Competence, Teachers’ Professional Development
Liu Yumei, Liu Qiaochu, He Dingxiang. Revisiting Foreign Language Teachers’ Professional Competence from the Perspective of Human Identity. Frontiers in Educational Research (2022) Vol. 5, Issue 20: 8-14. https://doi.org/10.25236/FER.2022.052002.
[1] Wang M., Gu L. (2018) Teacher’s Core Competencies from International Perspective. Journal of Tianjin Normal University (Social Science), 1, 44-50.
[2] Tönnies F. (2001) Community and Civil Society. Cambridge: Cambridge University Press.
[3] Dewey J. (1897) My Pedagogic Creed. The School Journal, 54, 77-80.
[4] Ministry of Education of the People's Republic of China (2022) English Curriculum Standards for Compulsory Education. Beijing: People's Education Press.
[5] Confucius, Watson B. (2007) The Analects of Confucius. New York: Columbia University Press.
[6] Stufflebeam D. L., Zhang G. (2017) The CIPP Evaluation Model. New York: The Guilford Press.
[7] Russell B. (2009) Why Men Fight. New York: Routledge.