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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 32:1 (2019) ► pp.277–303

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Qualitative meta-analysis on the training needs reported by in-service CLIL teachers

 | University of Barcelona
Published online: 24 July 2019
DOI logo with link
https://doi.org/10.1075/resla.17020.pon
Abstract
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.
Resumen
En este meta análisis se exploran las necesidades de los docentes AICLE (Adquisición Integrada de Contenidos y Lengua Extranjera) en activo y si la experiencia y formación previa impacta en las necesidades de formación identificadas. Con este propósito, siete estudios que cumplían los criterios de inclusión han sido analizados cualitativamente utilizando el modelo de comparación constante. Los resultados revelan que los docentes AICLE tienen considerables necesidades de formación con relación a la competencia lingüística y la metodológica independientemente de su formación y experiencia previa como profesores AICLE. Sin embargo, parece que la formación y la experiencia de los docentes AICLE explica algunas de las necesidades: los docentes sin experiencia en el enfoque AICLE demandan más formación en gestión AICLE y en los fundamentos teóricos que los docentes con experiencia. Aparentemente, la falta de una formación específica AICLE explica por qué los docentes con y sin experiencia en este enfoque perciben necesidades de formación relativas al desarrollo de materiales y a los fundamentos teóricos. En conjunto, este meta análisis señala la urgencia de desarrollar programas de formación AICLE que permitan a los docentes estar mejor cualificados para la enseñanza AICLE para que su práctica tenga un impacto positivo sobre el aprendizaje de los estudiantes.
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
  • References
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