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

Research output: Contribution to journalArticleResearchpeer-review

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.
LanguageEnglish
Pages17-29
Number of pages13
JournalProspect : an Australian journal of TESOL
Volume24
Issue number1
Publication statusPublished - 2009

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Teaching
teacher
language
education
vocational education
Vocational Education
accreditation
teaching practice
certification
curriculum
evidence
literature

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.

Cite this

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title = "Teacher competencies in the post-method landscape: the limits of competency-based training in TESOL teacher education",
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.",
author = "Jill Murray",
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year = "2009",
language = "English",
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}

Teacher competencies in the post-method landscape : the limits of competency-based training in TESOL teacher education. / Murray, Jill.

In: Prospect : an Australian journal of TESOL, Vol. 24, No. 1, 2009, p. 17-29.

Research output: Contribution to journalArticleResearchpeer-review

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