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etence actively, and carried out large-scale transnational research projects (DeSeCo: The Definition and Selection of Key Competence Project) with the statistical results of the Programme  for  International  Students  Assessment  (PISA)  as  data  support  to  put  forward the index system of key competence(OECD, 2005:4-9). 

2.2 Relevant Researches on English Teachers’ Professional Competence

2.2.1 Research on English Teachers’ Professional Competence Abroad

In  recent  years,  the  discussion  about  key  competence  in  the  field  of  education  is flourishing. 

Before  exploring  the  English  teachers’  key  competence  in  the  Chinese  context,  it  is necessary to introduce the theoretical research and practice of the foreign English teachers’ competence from a broader scope. 

The  research  on  English  teachers’  competence  and  systematic  framework  of  key competence  has  been  discussed  by  different  scholars  with  different  focuses  at  different times.  From  the  perspective  of  knowledge  theory,  Shulman studies  seven  kinds  of knowledge  that  foreign  language  teachers  should  possess  subject  knowledge,  general teaching  knowledge,  curriculum  knowledge,  subject  teaching  knowledge,  students’ characteristic knowledge, educational environment knowledge, educational goal, purpose, value,  philosophy  and  historical  background  knowledge.  From  the  professional development  of  language  teachers(1987a,1987b).  Davies  &  Pearse  think  that  excellent English  teachers  should  have  the  ability  of  practical  use  of  English,  teaching  in  fluent English,  paying  attention  to  practical  experience,  organizing  activities  with  real communicative  significance,  and  meeting  students’  real  needs(2000:67-84);  Richards points  out  that  foreign  language  teacher  education  should  be  rooted  not  only  in  subject knowledge  and  curriculum  knowledge,  but  also  in  individual  teachers’  teaching understanding  and  teaching  beliefs(2008  (39):  158-177).  Based  on  empirical  research  of Joseph  J.  Lee,  it  is  found  that  foreign  language  teachers  need  to  have  unique  ability  in subject  characteristics,  teaching  content,  teaching  methods  and  teachers’  personality,  but the concrete connotation of each dimension is not fully developed(2010, 1(1):23-48). 

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