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