Dynamic Evaluation of Foreign Language Teachers’ Competence Development in Colleges and Universities: Theoretical Model and Practical Strategies

Abstract

Driven by globalization, the internationalization of higher education has become a major trend in the development of
education. In this context, the professional competence of foreign language teachers in colleges and universities plays a crucial role in
improving the quality of teaching and the international competitiveness of students. The purpose of this study is to construct a multidimensional and interactive theoretical model of dynamic evaluation of teachers’ competency development, and to propose corresponding
practical strategies to promote the professional growth of foreign language teachers. The model emphasizes that teacher professional
development is an actively constructed process, and realizes the continuous optimization of teaching practice through practical strategies
such as formative evaluation, self-evaluation and peer evaluation, teaching observation and reflection, so as to provide theoretical and
practical reference for educators and policymakers, and promote continuous innovation and development in the fi eld of foreign language
education.