Vol. 32:1 (2019) ► pp.277–303
Vol. 32:1 (2019) ► pp.277–303
Qualitative meta-analysis on the training needs reported by in-service CLIL teachers
This meta-analysis explores in-service CLIL (Content and Language Integrated Learning) teachers’ training needs and whether previous experience and training have an impact on their reported training needs. For this purpose, seven studies that met the inclusion criteria have been analysed qualitatively using the constant comparative model. The results reveal that CLIL teachers have considerable training needs for foreign language and methodological competences regardless of their previous training and experience. However, previous training and experience as CLIL teachers may explain some of the areas of need: inexperienced CLIL teachers request more training on CLIL management and CLIL fundamentals than experienced teachers do. Apparently, a lack of specific CLIL training explains why inexperienced and experienced teachers report training needs in material development and the theoretical underpinnings of CLIL. Overall, this meta-analysis highlights an urgency to develop CLIL training programmes that allow teachers to be better qualified in CLIL so that their teaching can have a positive impact on students’ learning.
Article outline
- 1.Introduction
- 1.1Content and Language Integrated Learning origins
- 1.2CLIL teachers’ competences
- 1.3CLIL teacher training
- 2.Methodology
- 2.1Selection of the studies
- 2.2Inclusion criteria
- 2.3Categorisation process
- 2.4Characteristics of the participants in the studies
- 3.Results
- 3.1In-service training needs
- 3.2Comparison of the identified training needs
- 3.2.1Training needs of experienced CLIL teachers
- 3.2.2Training needs of inexperienced CLIL teachers
- 3.2.3Comparison of experienced and inexperienced CLIL teachers’ training needs
- 4.Discussion
- 5.Conclusion
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References
https://doi.org/10.1075/resla.17020.pon