Developing Competency-based Education Implementation Ability: Based on Pre-service English Teachers’ Practicum Experience

Abstract

This study explores pre-service secondary English teachers’ perceptions of their ability to implement competency-based education before and after a teaching practicum. The research focuses on the six key competencies outlined in the 2022 Revised National English Curriculum: self-management, knowledge-information processing, creative thinking, aesthetic-emotional, collaborative communication, and civic competencies. Nineteen pre-service teachers participated in pre- and post-practicum questionnaire surveys. The results indicated mixed perceptions of the practicum’s impact on their ability to implement competency-based education, with nearly equal proportions perceiving growth and expressing uncertainty. For the ability to implement competency-based instruction, statistically significant gains were observed only for the self-management competency, while no significant gains were found for the ability to implement competency-based assessment across all competencies. The findings reveal persistent challenges in developing abilities to implement other competencies, highlighting the importance of structured mentorship, theoretical preparation, and focused training in both instruction and assessment for competency-based education. Implications for teacher education curricula and practicum design are discussed.