New Perspectives on the Professional Development of Foreign Language Teachers: Refinement and Implementation of the STAR Model

With the deepening of globalization, the importance of foreign language education in the internationalization of higher education has become increasingly prominent. Foreign language teaching faces more complex and diverse challenges, and the professional development of foreign language teachers has become a key issue in improving the quality of teaching, attracting widespread attention. The educational department recognizes that the professional development of foreign language teachers is the core of improving the overall quality of education. However, foreign language teachers still face problems such as high pressure, insufficient information literacy, and imperfect evaluation mech-anisms in their professional development. Against this background, this paper proposes a refinement to the original STAR model, adjusting the elements from Situation, Task, Action, and Result to Select, Training, Assessment, and Reject. This model aims to select suitable teachers for training, evaluate their competencies through a competency model, and implement a reject mechanism for those who fail to meet the requirements. Qualified teachers continue their teaching roles, while others are transferred to alternative positions. Teachers who reject the teaching position can return to teaching after retraining and passing the assessment. This paper proposes countermeasures based on this model, clarifying the professional development path for foreign language teachers.