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Formal credentials are important in recognizing English teacher qualifications but cannot fully represent professional expertise. This study examines teacher expertise beyond credential-based assessment in Islamic educational contexts through an integrative literature review and conceptual analysis of 49 journal articles and two scholarly works. The findings identify four dimensions of expertise: linguistic competence, pedagogical expertise, experience and reflection, and ethical humanistic professionalism. These dimensions inform the proposed Multidimensional English Teacher Expertise Framework (METEF), which separates professional expertise from its validation process. Islamic values of adab, amanah, and ihsan further inform responsible teaching practices. METEF offers a multidimensional approach to teacher assessment beyond formal credentials, although its validity and practical application require further empirical investigation.
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Ali et al. (2026) studied this question.
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