Effect of a CLIL teacher training course on three dimensions of CLIL professional competence
Teacher training is essential for successful content and language integrated learning (CLIL) teaching practices, defined and termed as CLIL professional competence, which includes three dimensions – preparation, professionalism, and personality. Nevertheless, research has hardly explored the effect...
| Autores: | , |
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| Formato: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Recursos: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | español |
| OAI Identifier: | oai:ebuah.uah.es:10017/68333 |
| Acesso em linha: | http://hdl.handle.net/10017/68333 |
| Access Level: | acceso abierto |
| Palavra-chave: | CLIL teachers CLIL teacher competences CLIL teacher training CLIL implementation Docentes AICLE Competencias de los docentes AICLE Formación de los docentes AICLE Implementación de AICLE Humanidades Filología hispánica Humanities Spanish philology |
| Resumo: | Teacher training is essential for successful content and language integrated learning (CLIL) teaching practices, defined and termed as CLIL professional competence, which includes three dimensions – preparation, professionalism, and personality. Nevertheless, research has hardly explored the effect training courses might have on those factors. This action-research model of cycles consisting of a pilot and a main study analyses the evolution of 7 in-service teachers’ levels of CLIL professional competence, considering those three dimensions, after a CLIL training course. The instruments used were pre-course questionnaires, post-course semi-structured interviews, together with the teaching materials created by the participants. A qualitative analysis of the data showed that the course had positive effects on the first two dimensions, preparation and professionalism, but very little effect on the third dimension. Findings also indicate that the effects seemed to be different depending on some participants’ initial profiles (the effective, the average, and the ineffective teacher), which emerged from the data. These findings have important implications for CLIL teacher education, as emphasizing some aspects that are not so easy to be developed and considering teachers’ initial professional profiles, so as to target better teachers’ needs, might contribute to improving the success of training efforts. |
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