Are Teachers Ready for CLIL? Evidence from a European Study

Autor/in	Pérez Cañado, María Luisa
Titel	Are Teachers Ready for CLIL? Evidence from a European Study
Quelle	In: European Journal of Teacher Education, 39 (2016) 2, S.202-221 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1138104
Schlagwörter	Educational Needs; Bilingual Education; Questionnaires; Language Teachers; Cultural Awareness; Teaching Methods; Second Language Learning; Second Language Instruction; Language of Instruction; Course Content; Foreign Countries; Teacher Education Programs; Instructional Materials; Language Proficiency; Knowledge Base for Teaching; Student Attitudes; Teacher Attitudes; Preservice Teachers; Teacher Educators; Interviews; Statistical Analysis; Nonparametric Statistics; Likert Scales + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Bilingual teaching; Bilingualer Unterricht; Fragebogen; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Kursprogramm; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language skill; Language skills; Sprachkompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie; Schülerverhalten; Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Statistische Analyse; Likert-Skala
Abstract	This article presents the outcomes of a European study on the main training needs which pre- and in-service teachers, teacher trainers, and coordinators consider they have in order to adapt to a bilingual education model. The macro-study has designed, validated and administered four sets of questionnaires to 706 informants across the whole of Europe, which have allowed a detailed diagnosis of language teachers' training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated to Content and Language Integrated Learning (CLIL), teaching materials and resources, and ongoing professional development. After framing the topic against the backdrop of prior investigations, the article expounds on the research design of the study and outlines its main findings in relation to the afore-mentioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided and within- and across-cohort comparison is carried out in terms of a series of intervening variables. The ultimate aim is to base decisions regarding language degrees and teacher training courses on empirically grounded guidelines in order to guarantee a success-prone implementation of CLIL in our continent, country and region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01