Teachers’ Needs and Professional Development: A Systematic Review

Abstract

This study utilizes a systematic review process to synthesize research on content and language integrated learning (CLIL) teachers’ self-reported needs and professional development. In order to draw connections between these two areas of research and highlight gaps, this study adopted a framework composed of seven competences: linguistic, pedagogical, scientific knowledge, organizational, interpersonal, collaborative, and reflective. Six electronic databases were used, and a forward and backward search was conducted. After considering inclusion criteria, 43 articles were included, with 33 studies for teachers’ needs, nine for professional development, and one for accounting for both. The findings of the review showcase that not all competences have received equal coverage in the literature. In some cases, teachers’ reported needs within a ­competence were not addressed in the professional development literature. Further, the reports of many ­competences seem to be general, suggesting future work may need to examine each competence in more depth.

A Review of the Effects of Integrated Language, Science and Technology Interventions in Elementary Education on Student Achievement

“…collaboration, see Kim and Graham, 2022;Pérez Cañado, 2018). However, the existing literature does not yet provide sufficient insight into which aspects of TPD may have an effect on student learning outcomes in the particular context of ILS&T instruction.…”

Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology

“…Improving the professional development of teachers is normally understood as positively influencing students' learning (Kim and Graham 2022). Thinking about how to enhance training programmes for both in-and pre-service teachers is a key element for achieving teaching and learning process success.…”

“…Despite the fact that the study of the professional development of CLIL teachers has been increasing in recent times (Kim and Graham 2022), few studies have explored how video technology benefits teacher's professional development, to the best of the author's knowledge. According to Lo (2020), scarce research is found related to CLIL professional development programmes, including studies that integrate the use of videobased programmes to enhance professional development.…”

Perceived Constraints of Contextual Factors on CLIL Teachers’ Effectiveness: Effect of a Training Course

“…These realities are highly influential in shaping teachers' beliefs and practices and, thus, they have a relevant role in meeting the desired educational goals and outcomes (Lumpe et al, 2000). Ford (1992) (Banegas, 2020;Barrios & Milla-Lara, 2020;Kim & Graham, 2022;Lancaster, 2018;Lazarevic, 2022;Marsh, et al, 2012;Meyer, 2010;Pérez-Cañado, 2017Pistorio, 2009).…”

“…Research has long advocated for specifically designed programmes that provide practitioners with good theoretical and methodological knowledge and help them acquire expertise (Azparren-Legarre, 2020Banegas, 2012;Breeze & Azparren-Legarre, 2021;Bueno-Alastuey & Villarreal, 2021;Hillyard, 2011;Kim & Graham, 2022;Marsh et al, 2012;McDougald, 2015;Mehisto & Asser, 2007;Pérez-Cañado, 2016a, 2016bPistorio, 2009). However, there seems to be no such provision as a general lack of teacher training has been reported (Cabezas-Cabello, 2010;Lancaster, 2016Lancaster, , 2018Lasagabaster & Ruiz de Zarobe, 2010;Pérez-Cañado, 2016b, and countries seem to be generally failing at preparing their teachers (Mehisto et al, 2008;Pineda et al, 2022).…”