Professional Competence of Future English Language Teachers in India: Components, Criteria and Proficiency Levels

Abstract

Background. The relevance of this study is driven by the ongoing reform of teacher education under the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023, which emphasize the need to develop pedagogical content knowledge, digital competencies, and inclusive teaching practices. The current teacher training system faces challenges such as fragmentation, outdated methodologies, and insufficient integration of modern technologies.

Objective. The goal is to identify the structure of professional competence among English language teachers in India, including its components, assessment criteria, and proficiency levels, based on an analysis of policy documents and contemporary research.

Methods. Theoretical methods were employed: analysis, synthesis, content analysis of policy documents, comparative study, and generalization of modern approaches to professional competence development. The study examines key Indian educational standards from 2009 to 2023, including NCFTE (2009), NEP (2020), NPST (2021), NCF-SE (2023), Draft NCTE (Recognition Norms and Procedure), (2025).

Results. The study reveals that the professional competence of English language teachers in India comprises three key components: knowledge (linguistic, methodological, psychological and pedagogical), skills (application of communicative approaches, use of digital technologies), and dispositions (professional values, reflective practice). The assessment criteria for competence development have been established: linguistic and speech competence (target CEFR level from B2 to C2), communicative and language teaching competence, psychological, pedagogical and technological competence, as well as the development of professional values and reflective practice. Proficiency levels linked to the teacher’s career progression within the NPST system have been defined: Beginner Teacher (CEFR B2, functional proficiency), Proficient Teacher (CEFR C1, methodological mentorship), and Expert / Lead Teacher (CEFR C2, pedagogical leadership). The reforms introduced by NEP 2020 and NPST aim to establish a holistic competence assessment system, integrate digital tools, and implement continuous professional development (CPD).

Conclusions. While the reforms create new opportunities for teacher professional growth, their successful implementation requires addressing systemic challenges, such as teacher upskilling, the development of assessment tools, and reducing regional disparities. Further research should focus on monitoring reform implementation and evaluating its effectiveness.