RT journal article
T1 Pre-Service CLIL Teachers’ Conceptions on Bilingual Education: Impact of Initial Training on the Development of Their Teaching Skills
A1 Zayas Martínez, Francisco Ramón
A1 Segura Caballero, Natalia
A1 Estrada Chichón, José Luis
A2 Didáctica de la Lengua y la Literatura
K1 bilingual education
K1 foreign languages
K1 primary teacher education
K1 teacher education training
AB Content and Language Integrated Learning (CLIL) has been adopted by schools to equip students with the competencies and language skills needed in today’s multilingual and multicultural society. However, teaching content courses through a foreign language requires specific teacher training, both initial and ongoing. This qualitative descriptive study analyses the development of bilingual teaching knowledge in terms of teaching skills among pre-service CLIL teachers (n = 15) at the University of Cádiz in Spain. Two reflective reports written by each pre-service teacher before and after participating in the course CLIL I: Foundations and Curricular Proposals for the Primary School Classroom (2022/23) were analyzed. The responses were categorized using Qualitative Content Analysis. The reflective reports included questions about their conception of bilingual teaching; methods for teaching bilingual courses; and justifications for their teaching methods. In addition, a focus group was conducted with a representative sample of participants. The results reveal a significant development in pre-service teachers’ knowledge of the teaching skills required for bilingual teaching. Particularly, there is an increase in contributions related to justifying their teaching methods. Moreover, the findings highlight pre-service teachers’ recognition of the differences between foreign language and CLIL teachers, as well as their ability to plan CLIL teaching effectively.
PB Multidisciplinary Digital Publishing Institute (MDPI)
SN 2227-7102
YR 2024
FD 2024
LK http://hdl.handle.net/10498/36897
UL http://hdl.handle.net/10498/36897
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 10-may-2026