RESEARCH COMPETENCE AS A KEY COMPONENT OF THE PROFESSIONAL PROFILE OF FUTURE ENGLISH LANGUAGE TEACHERS
Abstract
In the context of globalization, digital transformation, and competence-based educational reform, the professional profile of the future English language teacher is becoming increasingly multidimensional. The modern English teacher is no longer expected to function only as a transmitter of linguistic knowledge, but also as a facilitator of learning, a reflective practitioner, a researcher, a mentor, and an agent of pedagogical innovation. This article examines the characteristic features of the professiogram of the future English language teacher and argues that research competence should be treated as one of its core components. Also, special attention is paid to the role of research competence in linking theoretical knowledge with classroom practice, strengthening professional identity, and supporting continuous professional development.
Keywords
future English language teacher, professiogram, research competence, professional identity, communicative competence, digital pedagogy, reflective practice, teacher education.How to Cite
References
. Al-Seghayer, K. M. (2017). The central characteristics of successful ESL/EFL teachers. Journal of Language Teaching and Research, 8(5), 881–890. https://doi.org/10.17507/jltr.0805.06
. Avazbaev, A. I. (2001). Sovershenstvovanie podgotovki uchiteley trudovogo i professionalnogo obucheniya na osnove integratsii soderzhaniya uchebnykh predmetov [Improving the preparation of teachers of labor and vocational education based on the integration of subject content] (Extended abstract of candidate dissertation). Tashkent State Pedagogical University.
. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
. Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment—Companion volume. Council of Europe Publishing.
. Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from North American educational research on teacher education in English language teaching. Language Teaching, 35(1), 1–13. https://doi.org/10.1017/S0261444801001720
. Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Psychological Assessment Resources.
. Ibragimov, X., & Abdullayeva, Sh. (2008). Pedagogika nazariyasi [Pedagogy theory]. Fan va texnologiya.
. Jumanazarov, U. U. (2021). Structure of professional pedagogical competence of a future English teacher. Asian Journal of Multidimensional Research, 10(2), 58–64. https://doi.org/10.5958/2278-4853.2021.00056.2
. Lomakina, O. E. (1998). Formirovanie professional’noy kompetentnosti budushchego uchitelya inostrannykh yazykov [Formation of the professional competence of the future foreign language teacher] (Candidate dissertation). Volgograd.
. Lortie, D. C. (1975). Schoolteacher: A sociological study. University of Chicago Press.
. OECD. (2025). OECD Teaching Compass. OECD Publishing.
. Peacock, M. (2001). Pre-service ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29(2), 177–195. https://doi.org/10.1016/S0346-251X(01)00010-0
. Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Economic Policy Institute.
. Riskulova, K. (2016). Didactic peculiarities of forming professional competence of future English teachers. Society. Integration. Education. Proceedings of the International Scientific Conference, 1, 209–220. https://doi.org/10.17770/sie2016vol1.1503
. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
. Schlechty, P. C. (2009). Leading for learning: How to transform schools into learning organizations. Jossey-Bass.
. TESOL International Association. (2019). Standards for initial TESOL Pre-K–12 teacher preparation programs. TESOL International Association.
. Thompson, S., Greer, J. G., & Greer, B. B. (2004). Highly qualified for successful teaching: Characteristics every teacher should possess. University of Memphis.
. UNESCO. (2018). UNESCO ICT competency framework for teachers (Version 3). UNESCO.
. Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89–122. https://doi.org/10.3102/00346543073001089
. Wright, T., & Bolitho, R. (1993). Language awareness: A missing link in language teacher education? ELT Journal, 47(4), 292–304.
License
Copyright (c) 2026 Dilafruz Sarimsakova
This work is licensed under a Creative Commons Attribution 4.0 International License.
