Teacher competencies in the post-method landscape: the limits of competency-based training in TESOL teacher education

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    Abstract

    This paper critically examines the application of competency-based training to teacher education in Teaching of English to Speakers of Other Languages (TESOL). This approach to specifying curriculum outcomes emerged in Australia in the early 1980s and has recently begun to regain ground in terms of significance and impact. This is because of the requirement for a growing number of TESOL certificate and diploma courses in New South Wales to be accredited within the vocational education and training (VET) sector, a process replicated to varying degrees in other States and Territories. This paper, using evidence from the literature on the development and application of competency-based training in other fields and an exploration of changing teaching practices that have arisen in the transition to a post-method era in TESOL, argues that the narrow view of this approach is fundamentally unsuitable for language teacher education and that a viable alternative approach to course accreditation needs to be found.
    Original languageEnglish
    Pages (from-to)17-29
    Number of pages13
    JournalProspect
    Volume24
    Issue number1
    Publication statusPublished - 2009

    Bibliographical note

    Publisher version archived with the permission of the Editor, Prospect, Macquarie University, NSW, Australia. This copy is available for individual, non-commercial use. Permission to reprint/republish this version for other uses must be obtained from the publisher.

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