Teacher Competence and Classroom Innovation in Foreign Language Teaching
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-44Keywords:
Teacher competence, Pedagogical innovation, foreign language education, Teacher professionalism, Reflective practice, Technological Pedagogical Content Knowledge (TPACK)Abstract
As foreign language classrooms continue to evolve, the quality of language education increasingly depends on teachers' professional competence and their capacity to implement innovative practices suited to twenty-first-century teaching and learning. This article examines the relationship between teacher competence and pedagogical innovation in foreign language teaching across secondary schools, universities, teacher training institutions, and language centres, arguing that the two exist along a continuum rather than as separate constructs. Drawing on literature in Applied Linguistics, Language Education, Educational Technology, and Teacher Professional Development, the analysis shows that pedagogical innovation is most effective when supported by strong pedagogical knowledge, subject expertise, reflective practice, digital competence, and institutional support. The discussion draws on structured teacher and student questionnaires measuring professionalism, competence, reflective practice, Technological Pedagogical Content Knowledge (TPACK), institutional support, and students' perceptions of classroom practice. The article concludes that strengthening teacher competence through continuous professional development, institutional support, collaborative learning, and technology integration is essential for advancing foreign language education, and recommends that institutions and policymakers prioritise teacher development initiatives suited to multilingual, digitally dynamic contexts.
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Copyright (c) 2026 Ngasu Betek Etengeneng (Author)
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