Meeting the training needs of CLIL educators? An analysis of master’s programmes in bilingual education

This study evaluates whether Master’s in Bilingual Education (MBEs) programmes in Spain effectively meet the needs of Content and Language Integrated Learning (CLIL) teachers. Using Pérez Cañado’s (2015a, 2018) framework of seven core CLIL teacher competences, the study conducts a deductive content analysis of 19 MBEs from public and private institutions. The findings reveal that most MBEs address at least four of the seven competences, with nearly 90% covering six or seven competences in their programme-level competences. Pedagogical, linguistic, scientific knowledge and reflective and developmental competences are particularly well-represented in the masters’ programmes, while interpersonal, organizational, and collaborative competences receive less attention. These results emphasise the need for greater emphasis on soft skills like collaboration and interpersonal communication. The study highlights the importance of aligning MBE curricula with CLIL-specific competences to better prepare teachers for bilingual education, advocating for enhanced professional development in these areas.