Teacher training needs for bilingual education: in-service teacher perceptions

This article presents the outcomes of a European study on the main training needswhich in-service teachers consider they have in order to adapt to a bilingual educationmodel. The investigation has designed, validated, and administered four sets ofquestionnaires to 706 informants (241 of whom have been in-service teachers) acrossEurope, which have allowed a detailed diagnosis of teachers’training needs in termsof linguistic and intercultural competence, theoretical and methodological aspectsbased on the new options associated with Content and Language Integrated Learning(CLIL), teaching materials and resources, and ongoing professional development.After framing the topic against the backdrop of prior investigations, the articleexpounds on the research design of the study and outlines its main findings in relationto the aforementioned fields of interest. A detailed diagnosis of where we currentlystand in this process of preparation for CLIL models in Europe is provided.