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Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory

Author

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  • Yi Zhang

    (Institute of Education, Tsinghua University, Beijing 100084, China
    Department of Foreign Languages, School of Law and Humanities, China University of Mining and Technology, Beijing 100083, China)

  • Fugui Ye

    (Institute of Education, Tsinghua University, Beijing 100084, China)

  • Xiumei Liu

    (Department of Foreign Languages, School of Law and Humanities, China University of Mining and Technology, Beijing 100083, China)

Abstract

Though professional development of language teachers has received increasing attention over the past decade, there is a lack of research on development of language teachers’ teaching competencies in research universities. Informed by the institutional perspective and the framework of Scholarship of Teaching, this study investigates the development of 16 language teachers’ teaching competencies in Beijing research universities. The findings show that language teachers’ teaching competencies include English proficiency, professional ethics, pedagogical content knowledge, reflective thinking, and research-informed teaching. Factors influencing language teachers’ teaching competencies range from the department level to the university level and the academia level. Pathways are proposed from the cultural-cognitive perspective, the normative perspective, and the regulative perspective to develop teaching competencies of language teachers.

Suggested Citation

  • Yi Zhang & Fugui Ye & Xiumei Liu, 2021. "Teaching Competencies of Language Teachers in Research Universities in Beijing: Perspectives from SoTL and Institutional Theory," Sustainability, MDPI, vol. 13(9), pages 1-18, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:4943-:d:545171
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