Page 17 - VII Congreso Internacional Sobre Educación Bilingüe

What Do CLIL Teachers Have Cognitions about? Implications for Teacher Education and for Successful CLIL Implementation
María Paz Azparren Legarre Universidad Pública de Navarra mariapaz.azparren@unavarra.es
Abstract
Quality teaching practice comes highly determined by teacher beliefs, and is associated to congruent beliefs/practice relationship (Agostinetto & Bugno, 2020; Borg, 2017). For CLIL teachers, teaching in an FL may provoke a state of psychological tension (Guerra & Wubbena, 2017; McGrath, 2020) since their beliefs about content teaching and learning are constantly being challenged (Bonnet & Breidbach, 2017; Cammaratta, 2010; Moate, 2011). Therefore, knowing what these teachers may have cognitions about seems essential in order to design appropriate teacher education programmes that target the core of their needs.
In order to investigate what the cognitions of CLIL teachers may be that are so decisive for the effective implementation of the approach, a qualitative study was conducted with six in-service CLIL teachers during a CLIL teacher education programme. Data was collected by means of semi-structured interviews. Results allowed to elaborate a CLIL teacher cognition framework, and showed that teachers may have cognitions about the following areas: schooling (CLIL teachers have no frame of reference), identity (they do not see themselves as CLIL teachers), professional learning (they need CLIL teacher education for professional security as teachers, and for implementing quality CLIL teaching practices), pedagogy (CLIL vs CLIL absence), contextual factors (they still hinder
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