The Formation of the Bilingual Secondary School Teachers in Andalusia (Spain)

By Regina A. Quero Hermosilla and Gracia González Gijón.

Published by The International Journal of Diversity in Education

Format Price
Article: Print $US10.00
Published online: August 18, 2017 $US5.00

The Agreement of March 22, 2005 of the Advice of Government, which corresponds to the Plan to Promote Plurilinguism in Andalusia (BOJA 5-4-2005), demonstrates the need for bilingual education and the knowledge of at least one foreign language as something indispensable to form a part of the European identity. Together with this agreement, the Integral Plan of Learning Foreign Languages 2010–2020 also aims to dedicate the decade to advance the knowledge of foreign languages. The present study emphasizes the importance for teachers to be well prepared in order to fulfill these aims. By identifying what type of initial education they receive, what permanent training are offered, and the bilingual teacher requirements established by the Autonomous Community of Andalusia, we intend to identify the professional development needs of this faculty of teachers. For this, we have administered a descriptive study in which we have used an elaborated ad hoc questionnaire administered to an intentional and nonprobabilistic sample among teachers in the Andalusian bilingual schools to identify the professional development needs of teachers.

Keywords: Bilingualism, Teacher Formation, Secondary Education, Andalusia

The International Journal of Diversity in Education, Volume 17, Issue 3, pp.37-46. Article: Print (Spiral Bound). Published online: August 18, 2017 (Article: Electronic (PDF File; 906.248KB)).

Regina A. Quero Hermosilla

PhD Student, Department of Didactics of Language and Literature, University of Granada, Granada, Spain

Dr. Gracia González Gijón

Professor, Department of Pedagogy, Faculty of Educational Sciences, University of Granada, Granada, Spain