A case study on teacher training needs in the Madrid bilingual project

Authors

  • Pilar Cabezuelo Gutierrez Author Centro Universitario Cardenal Cisneros
  • Raquel Fernández Fernández Author Centro Universitario Cardenal Cisneros/Universidad de Alcalá

DOI:

https://doi.org/10.5294/4220

Keywords:

política lingüística, formación en el empleo, las actitudes de los maestros, estudios de casos, evaluación de proyectos

Abstract

Bilingual education programmes are increasingly important in non-English speaking countries as part of the necessary adaptation demanded by the “White Paper on Education and Training” (1995) in both educational and social fields thus becoming a key element in any long-term academic planning. The present case study analyses the opinion of 17 primary teachers in the bilingual programme with regard to the language and methodological training received during the eight years of implementation. The study also aims to gather feedback from the teachers in order to define potential teacher training improvement opportunities. This study stems from two previous studies conducted by Fernández et al (2005) and Fernández and Halbach (2011) as the basis of understanding how the teachers feel about their initial training, its application to real-life classes and their current/future needs in this area. After carefully analysing all the results, it seems that the situation within teacher training has improved over the years. However, there is still much work to be done in order to make this project progress successfully.

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Author Biographies

Pilar Cabezuelo Gutierrez, Centro Universitario Cardenal Cisneros

Pilar Cabezuelo Gutiérrez holds a degree in Primary Teaching from the Centro Universitario Cardenal Cisneros (Alcalá de Henares, Madrid) and a Master in Teaching English as a Foreign Language (Bilingual Education) from the Universidad de Alcalá (Madrid).Her training also involved a Practicum period in Ireland. She is actually involved in teaching English to pre-young learners. Her main research areas are teacher training, bilingual education and CLIL.

Raquel Fernández Fernández, Centro Universitario Cardenal Cisneros/Universidad de Alcalá

Raquel Fernández works as a University Lecturer at the Centro Universitario Cardenal Cisneros. She is the coordinator of the Bilingual Project since 2009, and also the co-director of the Expert in CLIL online postgraduate course. She has been involved in researching bilingual projects in terms of teacher training needs and CLIL implementation since 2004.

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Published

2014-10-22

How to Cite

Cabezuelo Gutierrez, P., & Fernández Fernández, R. (2014). A case study on teacher training needs in the Madrid bilingual project. Latin American Journal of Content &Amp; Language Integrated Learning, 7(2), 50–70. https://doi.org/10.5294/4220

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Articles