The Vocabulary Teachers' Competencies (VTC) framework: The core knowledge, skills and professional capabilities that support effective vocabulary instruction

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Abstract
Vocabulary is widely recognised as important to student success, yet it remains under‐theorised in teacher education, lacking a cohesive competency framework. This paper proposes a Vocabulary Teachers' Competencies (VTC) framework, based on an integrative review of consensus areas around the knowledge, skills and dispositions that support effective vocabulary teaching. The VTC organises teacher training into three domains: (1) knowledge of vocabulary research and resources, (2) vocabulary analysis and instructional skills and (3) professional and socio‐cultural capabilities. Each domain involves six competencies. These include, for example, ensuring teachers have knowledge of theories of vocabulary learning and development; are skilled in identifying and teaching phonology, meaning, morphology and spelling; and adopt inclusive vocabulary instructional practices. Addressing gaps in teacher training where educators are often underprepared, the VTC provides a flexible, non‐prescriptive reference point for teachers and teacher‐educators that can adapt to evolving research. The framework can support programme planning in preservice teacher preparation, serve as a self‐assessment tool for individual teachers, and guide in‐service professional development. By thinking through the competencies that teachers need to deliver effective vocabulary instruction, the VTC aims to enhance classroom outcomes for students. The paper concludes with practical suggestions for implementation. A supporting webpage is provided at https://cgreenhku.github.io/vocab‐teacher‐framework/ .

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