امیر زندمقدم - Allameh Tabataba&#۰۳۹;i University
مرتضی طاهری - Allameh Tabataba&#۰۳۹;i University
مریم بلوری - Allameh Tabataba&#۰۳۹;i University

The teachers' competencies in the process of internationalization of higher education (IHE) are of vital importance (Brandenburg & Federkeil, ۲۰۰۷; van der Werf, ۲۰۱۲). The extent of IHE in a university is in a close relationship with the teachers' competencies (Harari, ۱۹۸۱). However, the required competencies of teachers in IHE are not a well-studied topic. Similarly, the "dearth of literature on EAP professional development" (Blaj-Ward, ۲۰۱۴, p. ۱۱۳) has complicated exploring the EAP teachers' competencies. The absence of a competency model addressing the needs of EAP teachers to effectively engage in the education fitting the IHE objectives and policies gave impetus to this study. In line with this objective, an instrument measuring EAP teachers' competencies was designed and validated. The following steps were taken to develop the instrument: the theme extraction and item generation phase, the piloting phase, and the validation phase. The extensive review of the literature and interviews with IHE experts and EAP teachers yielded ۸ competencies. This initial framework led to the development of the preliminary version of a ۲۲-item questionnaire. The piloting phase resulted in ۲۳ items. ۷۴ EAP teachers from both camps (language and content) participated in the final administration. Various factor analyses, internal consistency, and correlation of all of the items were performed. The data obtained confirmed a sufficiently reliable and valid scale, consisting of ۶ components (with the same underlying themes of ۸ competencies extracted earlier) and ۲۳ items for measuring the EAP teachers' competencies.

Competency, English for Academic Purposes (EAP), EAP teachers, Internationalization of higher education (IHE)