La formación del profesorado para la enseñanza integrada de contenidos y lengua extranjera: perspectivas de un debate europeo actual.

Abstract

Bilingual education has outpaced the provision of trained and qualified teachers. Research and training proposals are urgently required. This paper analyses the attention given to language and methodological aspects in seven Spanish studies related to teacher training needs. The discussion is corroborated by a case study. Results indicate the debate regarding expected competences and qualifications is focusing only on the linguistic dimension and disregarding pedagogical issues. Some future actions for teacher education are suggested in order to trigger teachers to consider methodological aspects.