Wen-Hsien Yang
Mei-Jung Wang
Li-Zu Yang*
ABSTRACT
This research examines the effects of a customised CLIL (Content and Language Integrated Learning) teacher training programme. We worked with the local government for this professional development (PD) programme to implement the CLIL approach in Taiwan. Thus, we ran a 3-week CLIL intensive training workshop for local secondary and primary teachers. They were trained in the principles and strategies of successful CLIL teaching. Their training needs were studied before and after the workshop, and their peers and trainers evaluated all participants’ demonstrative teaching. It was found that their pedagogical content knowledge changed, and there was a significant gap in the performance evaluation. The peer teachers appreciated their colleagues' teaching, but the trainers seemed to have higher expectations. Significant differences in training needs were found between the two surveys, too. Before the training, the needs were more universal; all the teachers had very similar opinions as they were all new to the CLIL approach. After the workshop, however, the needs became more individualised as the teachers gradually transformed their teaching beliefs and attitudes and integrated their previous personal teaching experiences with new experiences. The research exhibits a model for designing a customised PD programme encompassing a procedure of needs analysis, training course design, teaching demonstration, observation, and evaluation.
Key words: CLIL, professional development, training needs, teaching performance
DOI: 10.30397/TJTESOL.202504_22(1).0004
 04-From Zero to Hero Customising CLIL Teacher Training.pdf | [ ] | 372 kB |