Teacher trainers and master students’ in service teachers’ perspectives of the needed competencies for english language teachers a survey at the university of languages

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES - TRẦN MINH HẰNG TEACHER TRAINERS AND MASTER STUDENTS’/IN-SERVICE TEACHERS’ PERSPECTIVES OF THE NEEDED COMPETENCIES FOR ENGLISH LANGUAGE TEACHERS: A SURVEY AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY Khảo sát quan điểm giảng viên sư phạm học viên Cao học/những giáo viên giảng dạy trường Đại học Ngoại Ngữ, Đại học Quốc Gia Hà Nội lực sư phạm cần thiết giáo viên tiếng Anh M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES - TRẦN MINH HẰNG TEACHER TRAINERS AND MASTER STUDENTS’/IN-SERVICE TEACHERS’ PERSPECTIVES OF THE NEEDED COMPETENCIES FOR ENGLISH LANGUAGE TEACHERS: A SURVEY AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY Khảo sát quan điểm giảng viên sư phạm học viên Cao học/những giáo viên giảng dạy trường Đại học Ngoại Ngữ, Đại học Quốc Gia Hà Nội lực sư phạm cần thiết giáo viên tiếng Anh M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 60140111 Supervisor : Dr Dương Thu Mai HANOI – 2016 DECLARATIONS I, Tran Minh Hang, certify that this thesis is the result of my own research and the substance of the research has not been submitted for degree to any other university or institution Hanoi, 2016 Trầ n Minh Hằ ng i ACKNOWLEDGEMENTS For the completion of this thesis, I have received great assistance and support from many people without whom the work could not have been fulfilled First and foremost, I would like to express my deepest gratitude and my profound appreciation to my supervisor, Dr Duong Thu Mai, from Vietnam National University, Hanoi – University of Languages and International Studies for her guidance, precious suggestions, valuable critical feedback and encouragement in the process of completing this thesis I would also like to express my sincere thanks to Dr Huynh Anh Tuan, the Head of Faculty of Post Graduate Studies and all his staff members who have been of great help My great thanks go to all the lecturers of Faculty of Post Graduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi for their interesting lectures and suggestions for the topic of my study Thanks are also due to my teacher trainers and my MA classmates K22 at the University of Languages and International Studies, Vietnam National University and Hanoi Metropolitan University for their assistance and cooperation in completing the interviews and questionnaires Last but not least, I would like to give my deepest gratitude to my parents, my older brother, and my friends for their moral support and encouragement throughout my training course The study still has limitations, therefore recommendations would be warmly welcomed ii all the suggestions and ABSTRACT English language teachers who hold an essential role in education system are expected to be highly competent in order to enhance the student learning outcomes Hence, improving teachers‘ competence has been considered one of the key factors of educational reforms in many countries, including Vietnam To address this issue, the initial task is to identify the training needs as well as the strengths and weaknesses of the English language teachers This study aims to investigate professional competence and training needs of the in-service English language teachers – MA students at ULIS, VNU The data were collected from interviews with three teacher trainers, and survey questionnaires with 65 English language teachers The results showed that the majority of the English teachers had high training needs in most competencies Furthermore, beside the positive perceptions of their own competence, the targeted teachers had some challenges in reaching professionalism It is of great importance for the teachers in this study to be aware of the gap between theoretical knowledge and practical knowledge On this basis, the study recommends a number of directions for the targeted teachers to help them be more qualified It is hoped that the findings can be used as a good source of professional development materials not only for the targeted teachers but also for the language policy makers in education iii TABLE OF CONTENTS DECLARATIONS i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES vi INTRODUCTION .1 Introduction Rationale Aims of the study Research questions Scope of the study Significance of the study Method of the study Design of the study Summary DEVELOPMENT .6 CHAPTER I: LITERATURE REVIEW 1.1 Introduction 1.2 Teacher competence and competencies 1.2.1 Definitions of teacher competence and competencies 1.2.2 Frameworks of Teacher Competence 1.3 English language teachers’ competencies 10 1.3.1 Frameworks of English teachers’ competencies 10 1.3.2 Previous studies on English language teachers’ competence .12 1.3.3 English language teachers’ competence in Vietnam 13 1.4 English language teachers’ training needs 16 1.4.1 English language teachers’ training needs 16 1.4.2 Previous studies on English language teachers’ training needs 16 1.5 Teachers’ self-assessment 17 1.6 Summary 18 iv 2.1 The setting of the study 19 2.2 Participants 19 2.2.1 Teacher trainers 19 2.2.2 Student teachers 20 2.3 The data collection instruments 20 2.3.1 Teacher trainers’ interview 20 2.3.2 Teacher’s survey questionnaires .21 2.4 Data collection and data analysis procedure 21 2.4.1 Teacher Trainers Interview 21 2.4.2 Teachers Questionnaire Data .22 2.5 Summary 22 CHAPTER III: FINDINGS AND DISCUSSION 23 3.1 Findings of the study 23 3.1.1 The needed competencies for the targeted MA students from teacher trainers’ perspectives 23 3.1.2 The needed competencies for the targeted MA students from their own perspectives 26 3.1.3 The targeted teachers’ self-assessment of their own competence after finishing the Master course 33 3.2 Discussion of the research questions 41 3.2.1 The needed competencies for the targeted MA students from their own perspectives 41 3.2.2 The targeted teachers’ self-assessment of their own competence after finishing the Master course 44 CONCLUSIONS .48 Recapitulation 48 Limitations of the study 49 Recommendations 49 REFERENCES 51 APPENDICES I APPENDIX I PROFESSIONAL COMPETENCE AND TRAINING NEEDS I ASSESSMENT QUESTIONNAIRES I APPENDIX X v LIST OF FIGURES Figure 1.1 : Student teachers‘ perspectives in knowledge of language & language learning 26 Figure 1.2 : Student teachers‘ perspectives in language content & curriculum 27 Figure 2.1 : Student teachers‘ perspectives in language teaching methodology, lesson planning & conducting a lesson 28 Figure 2.2 : Student teachers‘ perspectives in assessment of language learning, resources and technology for language teaching .29 Figure : Student teachers‘ perspectives in knowledge of learners 30 Figure : Student teachers‘ perspectives in professional attitudes & values in language teaching 31 Figure : Student teachers‘ perspectives in practice & context of language teaching 32 Figure 6.1 : Student teachers‘ self-assessment of their knowledge of language, language learning .34 Figure 6.2 : Student teachers‘ self-assessment of their knowledge of language content and curriculum 35 Figure 7.1 : Student teachers‘ self-assessment of their knowledge of language teaching methodology, lesson planning & conducting a lesson 36 Figure 7.2 : Student teachers‘ self-assessment of their knowledge of assessment of language learning, resources and technology for language teaching 37 Figure : Student teachers‘ self-assessment of their knowledge of language learners .38 Figure : Student teachers‘ self-assessment of their professional attitudes & values in language teaching .39 Figure 10 : Student teachers‘ self-assessment of their practice & context of language teaching 40 vi INTRODUCTION Introduction In this part, the rationale for carrying out this study is presented followed by a brief presentation of the aims and objectives, the research questions, the methods, the scope and the significance of the study Finally, the thesis structure is introduced Rationale As English becomes vital to most countries all over the world, it is taught from pre-school to higher education English language teachers who are considered to have substantial impacts on their students‘ achievement therefore are among the most important elements of the education system, as Rockoff (2004) indicated: ―teachers also have a fundamental role in their learners‘ academic achievement and their quality can highly influence student outcomes‖ In order to encourage students to learn effectively and efficiently, a teacher has to perform a large number of activities both inside and outside of the classroom Each teacher is expected to possess a certain amount of knowledge, skills, as well as attitudes, which together is known as teacher competence Teacher competence is crucial that can lead to positive individual student development and even lessen the aggressive behavior in the classroom (ầubukỗu, 2010) In reality, as entering the 21st century, the real situation of teaching and learning English is a major topic of discussion in the education domain More particularly, the status of language teaching has changed over time; for example, many new developmental policies in knowledge, teaching methods, or programs have been updated in order to achieve the targets and to skill the force of the education system, the English language teachers Consequently, teachers must keep up with these changes to move towards professional competence which includes subject matter knowledge, pedagogical content knowledge, knowledge of teaching and learning, curricular knowledge, teaching experience, and certification status (Shulman, 1986, Grossman, 1995) It has become a major issue for teaching staff to innovate and upgrade their competence through training programs, which is to cope with the new advancement In fact, ―teachers who need to be well-trained at the beginning of their careers and provided with high quality in subsequent years in their profession (Hargreaves, 1998, p.38) are the key assets of schools‖ Teachers, such as, non-native speakers of English as in this study, should recognize the need of professional competence and training in order to address the demands of society Vietnam is not the exceptional country in the world that considers professional competence and training needs as essential factors for any English language teachers Since Vietnam has implemented Doi Moi policies, one of the issues on this landscape of change is the development of new English language teacher generations Accordingly, the Vietnam government has decided to carry out an important project entitled ―Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020‖ (dated 30 September, 2008 of the Prime Minister on the country) The project offers many opportunities for Vietnam because it can help a massive group of teachers be aware of the importance of English teaching standards and encourage them in gaining higher professional competence in their career The project is an attempt of the government to promote teachers‘ motivation to become skilled language instructors By highly appreciating the great influences of professional competence and training programs on education system, English language teachers are active to learn and develop themselves continuously during their teaching career However, up till now, research findings on English language teachers‘ professional competence and their training needs in Vietnam are rare Specifically, there has not been any investigation of the English language teachers – TESOL Master students at ULIS, VNU, a leading institution in English language teacher training nationwide They are young, energetic in-service English teachers coming from various kinds of educational institutions in English language teaching They http://www.epinet.org/content.cfm/books_teacher_quality_execsum_intro 35 Rockoff, J E (2004) The impact of individual teachers on student achievement: Evidence from panel data The American Economic Review, 94(2), 247-252 36 Sercu, L (2005) Foreign language teachers and intercultural competence: An international investigation Clevedon: Cromwell Press 37 Siddiqui, A; Aslam, H; Farhan, H; Luqman, A & Lodhi, M (2011) Minimizing Potential Issues in Higher Education by Professionally Developing University Teachers International Journal of Learning & Development ISSN 2164-4063 2011, 1(1) 38 Shulman, L S (1986b) Those who understand: Knowledge growth in teaching Educational Researcher, 15(2), 4-14 39 Salli-Copur, D S (2008) Teacher effectiveness in initial years of service: A case study on the graduates of METU language education program Unpublished doctoral dissertation, Middle East Technical University, Ankara, Turkey 40 TESOL (2010) TESOL/NCATE standards for the recognition of initial TESOL programs in p-12 ESL teacher education Retrieved from http://www.tesol.org/docs/books/the-revised-tesol-ncatestandards 41 Vu Thi Phuong Anh (2006) Năng lực sư phạm đội ngũ giáo viên THPT tỉnh An Giang: nguyên nhân giải pháp Retrieved March 8, 2009, from http://ncgdvn.blogspot.com/2009/03/nang-luc-su-pham-cua-oi-ngu-giao-vien.html 42 Nguyen Kim Dung & Le Thi Thu Lieu (2013) Đánh giá lực dạy học giáo viên tốt nghiệp khoa tiếng Anh , trường ĐHSP TPHCM vòng năm trở lại (từ năm 2007 – 2011) Tạp trí khoa học ĐHSP TPHCM, số 48, 2013 43 Đề án Ngoại Ngữ Quốc Gia 2020 (2013) Chương trình bồi dưỡng phương 55 pháp giảng dạy tiếng Anh dành cho giáo viên Cao Đẳng Đại học không chuyên ngữ Retrieved from http://www.utb.edu.vn/files/duthaonn.pdf 44 https://en.wikipedia.org/wiki/University_of_Languages_and_International_S tudies 56 APPENDICES APPENDIX PROFESSIONAL COMPETENCE AND TRAINING NEEDS ASSESSMENT QUESTIONNAIRES Date of contact: The survey questionnaires are designed for the study ―An evaluation of the professional competence and training needs of in-service English language teachers – TESOL Master students at the University of Languages and International studies, Vietnam National University (ULIS, VNU)‖ in order to investigate the professional competence and training needs from your own perspectives after finishing MA course Your assistance in responding to the following questions is highly appreciated I promise that you will not be identified in any discussion of the data Part I Your background: In this section, you will be asked to provide some information about yourself Please put a tick where appropriate Qualification: B.A  M.A  Dr  Length of teaching experience: _ years Less than years  From 5-10 years  More than 10 years  Workplace: Primary school  Others  Junior secondary school  Senior secondary school  Vocational school  University & College  Part II Perceptions of the needed competencies and self-assessment of your own competence Following are statements about English teacher competencies I would like you to indicate your opinions about each statement by circling in the box which is ranged from to Training Needs: I 1= very unimportant, = unimportant, 3= undecided, = important, 5= very important Self-Assessment: = strongly disagree, = disagree, = undecided, = agree, = strongly agree KNOWLEDGE OF LANGUAGE, LANGUAGE LEARNING & LANGUAGE CONTENT AND CURRICULUM Competency 1.1a Teacher’s Language Training Needs Proficiency SelfAssessment I can use English at the level required for my 5 teaching (B2 or C1) I can find opportunities to strengthen my English 5 proficiency Competency 1.1b Working Knowledge of Common European Framework (CEF) I understand the CEF / KNLNN proficiency 5 descriptors at the levels that apply to my students I can apply that understanding to my teaching 5 practice Competency 1.2 Language as a System I understand English sounds, word parts, word 5 meanings, and word order I can teach these things at the primary or 5 secondary level Competency 1.3 Understanding II How Languages are Learned I know how languages are learned 5 I can apply this knowledge to my own language 5 learning I can apply this knowledge to my teaching 5 Competency 1.4 Cultures of English-speaking Countries I know about English-speaking cultures 5 I can include this cultural knowledge in my 5 teaching I can use this cultural knowledge to build 5 understanding and empathy Competency 1.5 Academic Content in English I can use English literature to teach language and 5 content I can use cultural texts (websites, songs, TV etc) to 5 teach language and content I can use English academic texts to teach language and content 5 Competency 1.6 Language curriculum I understand the English curriculum I‘m required 5 to use III I can use textbooks and required curriculum 5 objectives when planning lessons KNOWLEDGE OF LANGUAGE TEACHING Competency 2.1 Teaching Training Language Needs Methodology Selfassessment I know many strategies and techniques to 5 integrate the skills I can use many strategies and techniques to 5 integrate skills I can use this methodology to integrate the skills for authentic communication 5 I can use this methodology to integrate skills to 5 teach different kinds of learners Competency 2.2 Lesson Planning I understand what kinds of lessons, assignments 5 and activities teach content, integrate skills, and help students learn English I can plan effective lessons and design assignments and activities to teach content, 5 integrate skills and help students learn English Competency 2.3 Conducting a Lesson I know how to create a supportive learning 5 IV environment I know how to create a meaningful learning 5 environment I can use the lesson plan to teach students, and 5 give them meaningful opportunities to communicate I can manage classroom activities to teach students, and give them meaningful opportunities 5 to communicate Competency 2.4 Assessment of Language Learning I know about formative (ongoing) and summative 5 (progress) assessment tools and techniques I can design and use age-appropriate assessment 5 tools to guide my teaching and measure student progress Competency 2.5 Resources I can use and adapt textbooks effectively for my 5 teaching I can find and adapt materials and resources that 5 are suitable for students‘ age and English level Competency 2.6 Technology for Language Teaching I have basic computer skills and can use basic 5 V computer programs I can use technology for language teaching and 5 learning KNOWLEDGE OF LANGUAGE LEARNERS Competency 3.1 Understand Learners’ Training Needs Development to Motivate Them SelfAssessment I understand learners‘ intellectual and emotional 5 development I know about different learning styles 5 I can develop lessons that motivate different kinds 5 of learners Competency 3.2 Recognize Learner Language to inform instruction I know about different stages of language 5 development I can adapt my teaching in ways that are suitable 5 to their language level I can give feedback on students‘ errors in ways that are suitable to their language level 5 Competency 3.3 Reflecting on Learners’ Values and Prior Learning I can reflect on my cultural values and learning 5 experiences and how these affect my learning and VI teaching I can reflect on my students‘ cultural values and 5 prior learning experiences and how they affect students‘ learning and behavior Competency 3.4 Developing learners’ creativity and critical thinking I can practice creativity and critical thinking in 5 their my learning and teaching I can help my students develop creativity and 5 critical thinking appropriate for their age PROFESSIONAL ATTITUDES & VALUES IN LANGUAGE TEACHING Competency Demonstrating Training 4.1 Needs Professionalism in Language Teaching I value and can promote the importance of SelfAssessment 5 learning English I can teach and behave professionally 5 I can collaborate with others in teams to 5 Competency 4.2 Practicing Cooperation, Collaboration, & Teamwork in Language Teaching accomplish tasks I can teach students cooperation VII and 5 collaboration skills Competency 4.3 Professional Development and Life-long Learning I can learn new information about language 5 teaching and research on my own I can develop teaching skills on my own 5 Competency 4.4 Contributing to the Language Teaching Profession I can find ongoing professional development 5 opportunities I can contribute to the exchange of ideas in my teaching community to benefit other teachers 5 PRACTICE & CONTEXT OF LANGUAGE TEACHING Competency 5.1 Connecting Learning Beyond Training Needs the Language Classroom SelfAssessment I can continue to learn about current topics that 5 are important for English teaching I can connect my students‘ English learning to 5 other students, classes, school, and topics Competency 5.2 Reflecting on Language Learning and Teaching I can practice ongoing reflection to think about my 5 VIII own language learning I can practice ongoing reflection to find answers 5 to my teaching questions I can use my reflections to guide my learning and 5 teaching If you don‘t mind, please let us know your telephone number or/ and e-mail address Phone number : E-mail address : Thank you very much for your assistance! IX APPENDIX TEACHER TRAINER’S INTERVIEW QUESTIONS Hello, I am Tran Minh Hang I am attending MA class at ULIS, VNU and writing my thesis on to needed competencies for the student teachers according to the perspectives of teacher trainers under Vietnam‘ English Teacher Competencies Framework (ETCF) By means of your contribution to this study, one of the thesis‘ aims will be fulfilled I want to emphasis that your personal information will be kept confidential and except for this study The interview will last about 30 minutes With your permission, your information will be recorded and noted Full name : Age : Qualification : As a teacher trainer, could you give your perspectives on the needed competencies for the targeted teachers – MA students? 3.1 Which are the most important competencies in ETCF for the targeted teachers – MA students? 3.2 Which are the least important competencies in ETCF for the targeted teachers – MA students? X Sample transcribed interview As a teacher trainer, could you give your perspectives on the needed competencies for the targeted teachers – MA students?  Which are the most important competencies in Vietnam‘s ETCF for the targeted teachers – MA students?  Which are the least important competencies in Vietnam‘s ETCF for the targeted teachers – MA students? Interviewee : ―Khi đào tạo, lực giảng dạy lực tiếng điều kiện cần, bắt buộc phải có.‖ ―… ‗knowledge of language‘ as the knowledge base for every English language teacher is the prior requirement.‖ Interviewee 1: ―Khi trường, nhà tuyển dụng, chuyên ngành bạn giỏi điều gây ấn tượng khả sử dụng ngôn ngữ dạy – tiếng Anh, nên yếu tố cần thiết cho đào tạo, chuẩn đầu ra…‖ ―knowledge of language is the first requirement in language teaching career To have an impressive beginning in your teaching career, you must be sure of understanding and using language perfectly‖ Interviewee 1: ―Mảng văn hóa xuất phát từ nhu cầu hòa nhập với khu vực xu hướng tồn cầu hóa… để người Việt Nam, học giả Việt Nam tiếp xúc làm việc trao đổi với họ, cần phải có hiểu biết kiến thức văn hóa quan trọng…‖ ―cultural knowledge of English language teachers is the important element in this current trend of Vietnam‘s integration in Asia as well as any other countries throughout the world Cultural competency for language teacher means providing them a good understanding of cross-cultural communication.‖ Interviewee 3: ―Mục ‗academic content in english‘ dạy trường song ngữ môn học khác tiếng Anh … quan trọng, XI dạy bình thường khơng cần địi hỏi cao, khơng dùng chung cho giáo viên… địi hỏi cần phải có kiến thức định kiến thức chuyên môn sâu.‖ ―…that it is not absolutely necessary for some English teachers to put ‗academic content in English‘ into the highest priority For non-majored English students or students at relatively low levels, the English teachers not need to expand…‖ Interviewee 1: ―…Đối với sinh viên sư phạm mảng quan trọng thứ hai khả giảng dạy, điều họ học trường làm họ học nhiều học bước vào lĩnh vực giảng dạy…‖ ―…English language teachers were equipped teaching methodology at universities However, to be a competent teacher, it is not only based on theoretical knowledge but also expanded practical knowledge through teaching experience All of the interviewees shared the same ideas that how to teach, or teaching methodology, is the question that needs to be more concerned…‖ Interviewee 3: ―Ở vùng sâu vùng xa mà khơng có điều kiện ứng dụng cơng nghệ thơng tin lực chưa địi hỏi cấp thiết ngay.‖ ―…‗technology for language teaching‘ is less important than other competencies for the English language teachers living in rural areas…‖ Interviewee 3: ―Hiểu biết giáo viên học sinh quan trọng, hướng người học vào trung tâm hoạt động học nhiều hoạt động dạy, thiết kế hoạt động để người đọc thể hết khả mình…‖ ―…‗knowledge of learners‘ is also essential because of the emphasis on ‗student-centered teaching‘, not ‗teacher-centered teaching‘ Traditionally, instructors concentrated on what they did which leads to students to be not active In contrast, ‗student-centered teaching‘ method tends to be dominant nowadays Therefore, knowledge of learners is fully necessary in teaching career.‖ XII Interviewee 3: ―…‗Demonstrating professionalism in language teaching‘… mang tính chất lý tưởng trìu tượng… nhiều hình thức…nó quan trọng đây… Mục – ‗practicing cooperation, collaboration and teamwork in language teaching‘ quan trọng, môi trường cho giáo viên phát triển giáo dục…‖ ‗Professional development and Life-long learning‘ phải có, có lực giáo viên cầu tiến nhìn nhận biết chưa đủ … để có động lực tiếp thu mới…‖ ―…‗practicing cooperation, collaboration, & teamwork in language teaching‘, and ‗professional development and life-long learning‘ are the top priorities for the targeted teachers However, interviewees showed that ―demonstrating professionalism in language teaching‖ is the competency that seems to be ideal in teaching career Hence, it is not the most prominent factor for the targeted teachers in the contemporary time.‖ Intervewee 3: ―Ở domain V, hai lực quan trọng, khơng có quan trọng hơn… tức khơng có học lớp giáo viên hiểu kết nối phát triển hết lực học… Phản ánh đồng thời rút kinh nghiệm được, tự hài lịng khó áp dụng mới…‖ ―…‗practice & context of language teaching‘ is the domain that consists of the vital competencies for the targeted teachers Understanding the essence of connecting inside and outside of the classroom will make the English teachers to be more knowledgeable Especially, the combination between ongoing reflection and improvement throughout their career is completely necessary for the targeted teachers in professional development.‖ XIII ... to my teacher trainers and my MA classmates K22 at the University of Languages and International Studies, Vietnam National University and Hanoi Metropolitan University for their assistance and. .. STUDENTS’/ IN- SERVICE TEACHERS? ?? PERSPECTIVES OF THE NEEDED COMPETENCIES FOR ENGLISH LANGUAGE TEACHERS: A SURVEY AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY Khảo sát quan... constructing and evaluating localized systems of tasks for teachers in their teaching job 1.3 English language teachers? ?? competencies 1.3.1 Frameworks of English teachers? ?? competencies A framework of teacher