Azparren Legarre, María Paz2022-05-132022-05-1320221697-746710.30827/portalin.vi.21587https://academica-e.unavarra.es/handle/2454/42946This qualitative study investigates the impact of a CLIL teacher education programme on the beliefs that six in-service CLIL secondary school teachers of content subjects had about CLIL as an approach for teaching and about using a FL as the means of instruction. The importance of CLIL teacher education provision is now uncontested, however, little research exists on the impact that those courses may have on teachers’ beliefs. Data was collected by means of questionnaires and semi-structured interviews before and after the programme was delivered to teachers. Results showed that the course had a significant impact on the teachers’ beliefs. It enabled teachers to learn about, understand and become aware of what CLIL is and implies both as regards the approach itself and as regards language. Teachers gave voice to their beliefs and were able to reflect on their own previous CLIL teaching practices. After the programme, the teachers became empowered and confident professionals who were willing to apply CLIL principles in a conscious way. This evidence of impact has important implications for CLIL teacher education provision and for effective implementation in classrooms.15 p.application/pdfengCreative Commons Attribution 3.0 Unported (CC BY 3.0)Creencias del profesoradoFormación del profesorado AICLEConciencia del profesoradoFortalecimiento profesionalDesarrollo profesionalTeacher beliefsCLIL teacher educationTeacher awarenessProfessional empowermentProfessional developmentinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccessAcceso abierto / Sarbide irekia