Teacher training needs for bilingual education
In-service teacher perceptions
Bibliographic Data
| ID | 20506366 |
|---|---|
| Authors | Marı́a Luisa Pérez Cañado (0000-0002-4337-696X, ,, corresponding author) |
| Year | 2016 |
| Volume | 19 |
| Issue | 3 |
| Pages | 266-295 |
| Publication date | 2016-05-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2014.980778 |
| OpenAlex | W1982665411 |
| Language | EN |
| Citations received | 39 |
| References cited | 12 |
This article presents the outcomes of a European study on the main training needs which in-service teachers consider they have in order to adapt to a bilingual education model. The investigation has designed, validated, and administered four sets of questionnaires to 706 informants (241 of whom have been in-service teachers) across Europe, which have allowed a detailed diagnosis of teachers' training needs in terms of linguistic and intercultural competence, theoretical and methodological aspects based on the new options associated with 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 aforementioned fields of interest. A detailed diagnosis of where we currently stand in this process of preparation for CLIL models in Europe is provided
Bilingual education · Content and language integrated learning · Cultural competence · Foreign language · Intercultural Competence · Mathematics education · Medical education · Pedagogy · Perception · Professional development · Teacher education · Engineering · Medicine · Psychology · Second Language Learning and Teaching
Narrative Analysis as a Means of Investigating CLIL Teachers’ Meaningful Experiences
Teachers’ Perceived Impact of an Online Professional Development Course on Content and Language Integration and Pedagogical Translanguaging
Building Bilingual Expertise
Duas faces do mesmo CLIL
Content and language integrated learning in the Netherlands
CLIL and pedagogical innovation
A Bibliometric Analysis of Content and Language Integrated Learning
Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis
Why interculturalism does not always translate into action
Intercultural bilingual education in teacher education within native communities of the Amazonas region intercultural bilingual education in teacher education within native communities of the Amazonas region
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada
Training priorities in primary education bilingual programmes in Spain
Tapping into pre-service teachers’ perspectives on Content and Language Integrated Learning (CLIL) based projects in the German Primary School context
CLIL and Siop
Stopping the “pendulum effect” in CLIL research
What’s hot and what’s not on the current CLIL research agenda
Validating the conceptual domains of elementary school teachers’ knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts
Fidelity of implementation in a randomized controlled trial study
Exploring multilingual education in Morocco
Accommodating diversity in linguistic and intercultural teaching
Promoting interculture through content and competences within bilingual education
English-medium education reform in Kazakhstan
Literature and language education
Leveraging the pedagogical nexus in CLIL professional development
Identifying difficulties and best practices in catering to diversity in CLIL
Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences
Inclusion and diversity in bilingual education
Parental evaluation of ‘success’ and its influence on the implementation of bilingual education programmes in Australian primary settings
Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands
Key issues in teachers’ assessment of primary education bilingual programs in Spain
Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms
Researcher-Teacher Collaboration in Adopting Critical Content and Language Integrated Learning (Clil)
Impacts of Bilingual Teaching job Demands and Resources on Teacher self-Efficacy- A Taiwanese Example
Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs
CLIL teacher online professional development in translanguaging and trans-semiotizing
Innovations and Challenges in CLIL Implementation in South America
Innovations and Challenges in Attending to Diversity through CLIL
Innovations and Challenges in CLIL Teacher Training
Training Needs of In-Service Bilingual Teachers
Multilingual Education in Europe
Clil
Learning and Teaching Languages Through Content
Critical Analysis of CLIL
The Effects of Content and Language Integrated Learning in European Education
CLIL research in Europe
An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)
Sociological Methods
Content and foreign language integrated learning
The European Framework for CLIL Teacher Education
| Unique citing works | 39 |
|---|---|
| Citations per year | 4,33 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |