Abstract

The primary aim of this paper is to develop a Unifying Framework for Foreign Language Teacher Education. To this end, we rely on four main sources of information. The first source concerns the alignment of teacher training phases, namely initial education, induction, and in-service education. Language teachers should view teaching as a long-term career, with both theoretical and practical development accompanied by recognition of merit, including financial incentives. The second source focuses on the knowledge base, specifically the types of knowledge and skills necessary for teachers. We present the main theories and models, highlighting their contributions to language teacher education. Subcategories include models and theories derived from linguistics, models focusing on subject-specific knowledge, and models utilizing multiple types of knowledge beyond subject-specific knowledge, such as constructivist approaches. The third source emphasizes international policies and frameworks for language teacher education, which form the regulatory basis for educational reforms. An essential element in Europe is the Common European Framework of Reference for Languages (CEFR). The fourth source incorporates developments addressing specific challenges in foreign language teaching and assessment, such as differentiated approaches for students with special educational needs. These sources are interrelated and together contribute to the construction of a Unifying Framework for Foreign Language Teacher Education, drawing on theories and research from diverse fields.

Keywords: Foreign Language; knowledge base; policies; teacher education