CLIL Teacher Education: Where do we Stand and Where do we Need to Go?

Resumen

This chapter presents the outcomes of a large-scale program evaluation into the main training needs which CLIL teachers currently have in monolingual contexts. To this end, it has applied three sets of questionnaires and carried out semi-structured interviews with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an indepth analysis of where we stand on the teacher training front. After framing the topic against the backdrop of prior investigations and substantiating the need for a study of this nature, the chapter expounds on its research design and outlines its main findings. A detailed needs analysis of where we currently stand in terms of CLIL teacher training needs is provided and withinand across-cohort comparisons are carried out in terms of a series of intervening variables. The overarching conclusion is that considerable strides have been taken in the development of certain CLIL teacher competencies (e.g. scientific knowledge or collaborative competence), but malfunction continues to plague bilingual programs in terms of linguistic, methodological, and reflective and developmental competencies. The chief pedagogical implications accruing from these findings are pinpointed and ways forward for the future CLIL teacher training agenda are signposted.