La formación del profesorado de educación primaria para CLIL: innovación por medio de la colaboración

The escalating number of bilingual schools inSpain has provoked an unsustainable demand offield professionals. As a result, higher education isimplementing bilingual teacher training programsat the bachelor level, which are aimed at preparingprimary education teachers for bilingual contexts.These degrees usually train prospective educatorsfrom a linguistic standpoint and may not guidestudents in methodological principles that promotesuccessful integration of subject and languagework. A shift of focus on the training of thesefuture teachers could be adopted based on thedevelopment of student teachers’ linguistic andmethodological professional capacities in order toqualify them to be successfully incorporated in abilingual professional context. This study analyzesthe implementation of a framework of collaborationbetween university teachers and experiencedbilingual teachers. The data extracted from theopinions of the participants have resulted in acomprehensive approach constructing bilingualismon an expanded collaborative philosophy. Theresults obtained from the over-all experience pointto the benefits of incorporating in-service teachersin the training of future bilingual teachers throughthe establishment of a sustainable connection inhigher education